The Intersection of Environmental and Sustainability Education, and Character Education: An Instrumental Case Study

Autor/in	Jordan, Karen E.
Titel	The Intersection of Environmental and Sustainability Education, and Character Education: An Instrumental Case Study
Quelle	In: British Educational Research Journal, 49 (2023) 2, S.288-313 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordan, Karen E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3843
Schlagwörter	Environmental Education; Sustainability; Teaching Methods; Values Education; Holistic Approach; Foreign Countries; Correlation; Evidence Based Practice; Institutional Characteristics; Case Studies; Teacher Attitudes; Educational Environment; Service Learning; Role Models; Educational Cooperation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Werterziehung; Holistischer Ansatz; Ausland; Korrelation; Case study; Fallstudie; Case Study; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Service-Learning; Identifikationsfigur; Education; cooperation; Kooperation
Abstract	Although fostering values is promoted within environmental and sustainability education (ESE) and a shift in values is seen as essential for a sustainable future, recent international findings indicate that this aspect of ESE is being neglected. Previous research has shown there to be common ground between ESE and the field of character education (CE), a form of values education. Bringing together these two strands of theory and practice has the potential to be fruitful in terms of strengthening current, and introducing new, practices in both fields, particularly through drawing on existing evidence-based strategies within CE to inform ESE. While there has been some work in this regard, this has been almost exclusively theoretical and there has been little research regarding the practice of such integration. This paper details an instrumental case study exploring an existing case of where ESE and CE come together in practice. A study was conducted at a Scottish, independent, all-ages, holistic education-oriented school, exploring how ESE is carried out. Data were gathered via teacher interviews, school observations, field notes and document analysis. Thematic analysis revealed four themes: the school as a sustainable organism; holistic learning; fostering a connectedness with nature; and nurturing the whole person. The data were then analysed from a CE perspective revealing multiple points of ESE-CE intersection, e.g. school climate/ethos, role-modelling and service-learning. The findings reveal commonalities between ESE and CE and provide examples of integrated ESE-CE practice, demonstrating potential for collaboration or shared ESE-CE practice. Avenues for further research are suggested. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01