Please use this identifier to cite or link to this item:
Title: Understanding the Role of Place in Environmental Education across Settings
Authors: Scalone, Giovanna
Bell, Philip
Rose, Shari
Barton, Angela Calabrese
Tzou, Carrie
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Scalone, G., Bell, P., Rose, S., Barton, A. C., & Tzou, C. (2010). Understanding the Role of Place in Environmental Education across Settings. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 195-202). Chicago IL: International Society of the Learning Sciences.
Abstract: This session explores the role place plays in environmental science learning of youth in formal and informal settings. Environmental education has failed to address the lived experiences and narratives of youth living in areas most in need of social, political, and environmental change; and little is known how or why youth might position themselves or be positioned as members of the complex ecology of our changing environments. These papers report on the role of place by looking at the way it is manifested in situated activity systems. We argue that place is socially (re)constructed by youth where we come to understand the relations youth develop to a place, and the ways in which youth position themselves and are positioned socioculturally, politically, and geographically. To illustrate how this plays out, we draw on a `envisioning your future neighborhood' mapping activity, a community based program, `GET City', that is focused on green energy issues, and an instructional unit, `My Place in Puget Sound' to understand how youth make connections to place and are empowered to make decisions and changes in their local communities.
Appears in Collections:ICLS 2010

Files in This Item:
File SizeFormat 
195-202.pdf247.64 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.