Critical Environmental Adult Education in Canada: Student Environmental Activism

Autor/inn/en	Lange, Elizabeth; Chubb, Aaron
Titel	Critical Environmental Adult Education in Canada: Student Environmental Activism
Quelle	In: New Directions for Adult and Continuing Education, (2009) 124, S.61-72 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
Schlagwörter	Stellungnahme; Social Justice; Environmental Education; Activism; Adult Education; Foreign Countries; Climate; Adult Educators; Financial Support; Cultural Context; Sustainable Development; Educational Finance; Canada; United States + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Aktivismus; Politischer Protest; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Klima; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Finanzielle Förderung; Nachhaltige Entwicklung; Bildungsfonds; Kanada; USA
Abstract	Today recent polls have indicated that the Canadian public considers the environment and climate change as their top concern (De Souza, 2007), perhaps eclipsed only by recent economic fears. In keeping with the historical responsiveness of adult educators, environmental adult education (EAE) is widespread across North America. However, this area of adult education has been underreported and undertheorized. In this chapter, the authors argue that the most rapid and recent theorizing of EAE in North America has been occurring in Canada. The contextual factors that help to explain this are Canada's collectivist ideology, strong regionalism, accommodation of diversity, criticality, persistence of international connections, and the availability of state funds for the voluntary, nongovernment sector. The authors explore environmental student activism on both Canadian and American campuses, concluding that differences in funding and structure relate to contextual differences, with distinct outcomes for social justice and environmental education and action. Finally, the authors argue that the global environmental challenges present numerous new entry points for the practice of adult and higher education. Infusing environmental and sustainability learning into existing formal and nonformal adult education programs, as well as recognizing the importance of activism, particularly student activism, as a legitimate and vital form of adult education, are two responses to this challenge. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10