Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education
Within environmental education the promotion of environmental activism is still considered contentious despite being a major goal since its inception. While some argue on simply raising awareness a growing number believe an action component is necessary to produce citizens capable of addressing envi...
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ndltd-LSU-oai-etd.lsu.edu-etd-03092012-1032202013-01-07T22:53:46Z Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education Ceaser, Donovon Keith Sociology Within environmental education the promotion of environmental activism is still considered contentious despite being a major goal since its inception. While some argue on simply raising awareness a growing number believe an action component is necessary to produce citizens capable of addressing environmental issues. Critical environmental education (Critical EE) is one method of integrating action into an educational program that teaches students to better understand the social and natural environment through an integrative participatory teaching-learning culture which allows students to construct contextual value-laden knowledge. This study uses data gathered from six months of participant observation at Our School at Blair Grocery, an urban farming school which teaches from an environmental justice perspective, to examine how critical education promotes student action. Results indicate that critical reflection and action within an egalitarian, youth-centered community located in a disadvantaged neighborhood produces students who are more enlightened and empowered to create change. However, concerns around funding and safety led staff to not adhere to maintaining an egalitarian ethic, undermining the individualism and unpredictability that critical EE thrives upon and producing disconnects in students education. Becker, Sarah Blanchard, Troy C. Dumais, Susan A. LSU 2012-03-09 text application/pdf http://etd.lsu.edu/docs/available/etd-03092012-103220/ http://etd.lsu.edu/docs/available/etd-03092012-103220/ en unrestricted I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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Sociology Ceaser, Donovon Keith Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education |
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Within environmental education the promotion of environmental activism is still considered contentious despite being a major goal since its inception. While some argue on simply raising awareness a growing number believe an action component is necessary to produce citizens capable of addressing environmental issues. Critical environmental education (Critical EE) is one method of integrating action into an educational program that teaches students to better understand the social and natural environment through an integrative participatory teaching-learning culture which allows students to construct contextual value-laden knowledge. This study uses data gathered from six months of participant observation at Our School at Blair Grocery, an urban farming school which teaches from an environmental justice perspective, to examine how critical education promotes student action. Results indicate that critical reflection and action within an egalitarian, youth-centered community located in a disadvantaged neighborhood produces students who are more enlightened and empowered to create change. However, concerns around funding and safety led staff to not adhere to maintaining an egalitarian ethic, undermining the individualism and unpredictability that critical EE thrives upon and producing disconnects in students education. |
author2 |
Becker, Sarah |
author_facet |
Becker, Sarah Ceaser, Donovon Keith |
author |
Ceaser, Donovon Keith |
author_sort |
Ceaser, Donovon Keith |
title |
Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education |
title_short |
Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education |
title_full |
Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education |
title_fullStr |
Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education |
title_full_unstemmed |
Critical EE at OSBG: A Case Study in Addressing Environmental Action through Critical Education |
title_sort |
critical ee at osbg: a case study in addressing environmental action through critical education |
publisher |
LSU |
publishDate |
2012 |
url |
http://etd.lsu.edu/docs/available/etd-03092012-103220/ |
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AT ceaserdonovonkeith criticaleeatosbgacasestudyinaddressingenvironmentalactionthroughcriticaleducation |
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