Enacting environmentalism : opportunities for inclusion in environmental education programming
Abstract/Contents
- Abstract
- The sustainability crisis becomes increasingly pressing with each passing year, and, as a result, the issue of the environment becomes more prominent in daily discourse. As part of the environmental movement, environmental education has the potential to play an important part in reorienting the environmental movement. However, while environmental education can be an enormous leverage point in the environmental movements, it may not be operating effectively in reaching diverse audiences and increasing momentum toward environmental problem solving. While young people may represent the appropriate audience for fostering environmental problem solving, efforts are ineffective unless young people feel that they are able to, at least partially, identify as an environmentalist . These feelings of inclusion will help them to feel part of a movement and a community, which, in turn, will help them feel that it is worth their effort and time to think critically and creatively about sustainability solutions and to work collectively with others towards mitigation. In this dissertation, I conducted such research to suggest one way in which programming can be improved to better reach more students. By bringing in diversity, equity, and inclusion research from the field of formal education, I apply new theories to the relatively nascent diversity, equity, and inclusion research within environmental education. I also use these theories to build a model of how small moments, the connection points, are crucial to negotiating communities in which students can start to envision new identifies for themselves. I suggest ways that educators and students can bring attention to and use these connection points to build stronger communities from which students can safely explore new identities. While only one avenue of diversity, equity, and inclusion research within environmental education, it as an important one—without successful connection points, students risk being excluded from a new environmental community. This, in turn, means students cannot explore and enact new environmental identities, meaning they cannot participate fully in the environmental movements.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2019; ©2019 |
| Publication date | 2019; 2019 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Phukan, Indira |
|---|---|
| Degree supervisor | Ardoin, Nicole M. (Nicole Michele) |
| Degree supervisor | Brown, Bryan Anthony |
| Thesis advisor | Ardoin, Nicole M. (Nicole Michele) |
| Thesis advisor | Brown, Bryan Anthony |
| Thesis advisor | Gould, Rachelle |
| Thesis advisor | Rosa, Jonathan |
| Degree committee member | Gould, Rachelle |
| Degree committee member | Rosa, Jonathan |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Indira Phukan. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2019. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2019 by Indira Phukan
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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