A Better Place for Whom? Practitioners' Perspectives on the Purpose of Environmental Education in Finland and Madagascar

Autor/inn/en	Brias-Guinart, Aina; Aivelo, Tuomas; Högmander, Markus; Heriniaina, Rio; Cabeza, Mar
Titel	A Better Place for Whom? Practitioners' Perspectives on the Purpose of Environmental Education in Finland and Madagascar
Quelle	In: Journal of Environmental Education, 54 (2023) 3, S.163-180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aivelo, Tuomas) ORCID (Cabeza, Mar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2023.2178371
Schlagwörter	Foreign Countries; Cross Cultural Studies; Environmental Education; Teaching Methods; Colonialism; Western Civilization; Epistemology; Social Differences; Cultural Differences; Teacher Attitudes; Educational Change; Economic Factors; Educational Strategies; Comparative Education; Cultural Influences; Economic Development; Conservation Education; Behavior Change; Leadership; Outcomes of Education; Madagascar; Finland + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Kolonialismus; Erkenntnistheorie; Sozialer Unterschied; Kultureller Unterschied; Lehrerverhalten; Bildungsreform; Ökonomischer Faktor; Lehrstrategie; Vergleichende Erziehungswissenschaft; Cultural influence; Kultureinfluss; Wirtschaftsentwicklung; Führung; Führungsposition; Lernleistung; Schulerfolg; Madagaskar; Finnland
Abstract	Calls for a common environmental education (EE) vision imply imposing certain values as universal. Nevertheless, there is a lack of knowledge on the extent to which EE reflects universalities versus diverse sociocultural realities. We explored practitioners' perspectives on the purpose of EE by interviewing practitioners in Finland and Madagascar using a theory of change approach. We classified EE goals into eight categories following the framework of Clark et al. (2020). We found signs of universal patterns, with commonalities such as the importance of the cognitive domain and de-emphasis of sociocultural aspects. Yet, differences arise: the connection to nature was central in Finland, whereas economic and bridging strategies were more common in Madagascar. Our results reflect the tradition of EE in post-industrial countries and suggest the influence of the colonial legacy and Western epistemologies in Madagascar. Questions remain about the extent to which those differences are culturally grounded. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01