Postgraduate Course: Education for Environmental Citizenship (EDUA11215)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | There is evidence that educators find it difficult to nurture long-standing identities of environmental citizenship with learners. This is an important problem facing responses to issues of ecological crises/sustainability. The course addresses this context with the following questions:
1. To what extent does environmental/sustainability/citizenship education represent a recently globalised education policy field?
2. To what extent is it possible to influence environmental behaviour through education?
3. To what extent is it possible or desirable to learn to be a local and/or global citizen?
4. What are the current research agendas in environmental / sustainability / citizenship education?
5. What might be the future of education for environmental citizenship?
To reflect on these questions, the course will engage in narrative enquiry and in the critical evaluation of case studies of pedagogies for environmental citizenship.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | Yes |
Course Delivery Information
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| Delivery period: 2014/15 Flexible, Available to all students (SV1)
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Learn enabled: Yes |
Quota: None |
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Web Timetable |
Web Timetable |
| Class Delivery Information |
Timetable be confirmed. At 27/7/13 the intention is: 2013/14 in semester 1 there will be 2 consecutive days (15-16 October), then in semester 2 there would be 3 consecutive days (7-9 January). Each day is 2 tutorials per day, x 2 hours per tutorial, with prescribed preparation for each day. The tutorial pattern is usually 10am-12pm and 2-4pm. |
| Course Start Date |
04/08/2014 |
| Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
176 )
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| Additional Notes |
2 consec. days, then 3 consec. days, x 2 tutorial per day x 2 hours per tutorial + preparation
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| Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| No Exam Information |
Summary of Intended Learning Outcomes
By the end of the course students will be able to:
Articulate and evaluate contested concepts of environmental citizenship and identity in late modernity
Critique a range of approaches to interrogating environmental identity and its sources, and critique related published research
Plan, execute and evaluate a narrative enquiry, and reflect on being a participant in such an enquiry
Plan and evaluate learning experiences that are informed by concepts of environmental citizenship and identity
Critically contextualise their own and others' practices in the socio-cultural and institutional fields that present opportunities and limitations to the development of education for environmental citizenship
Evaluate a range of case study pedagogies for environmental citizenship in the light of the above
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Assessment Information
| 1 x 4,000 word assignment based on a short narrative inquiry research task |
Special Arrangements
| Non-standard timetable. At 12/2/13 the intention is: 2013/14 Semester 1, where there would be 2 consecutive days, then early in semester 2 there will be 3 consecutive days, x 2 tutorials per day, x 2 hours per tutorial, with prescribed preparation for each day. The tutorial pattern is usually 10am-12pm and 2-4pm. |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Each day will address one of these five questions, although there are important links between these questions:
1. To what extent does environmental/sustainability/citizenship education represent a recently globalised education policy field?
2. To what extent is it possible to influence environmental behaviour through education?
3. To what extent is it possible or desirable to learn to be a local and/or global citizen?
4. What are the current research agendas in environmental / sustainability / citizenship education?
5. What might be the future of education for environmental citizenship?
To reflect on these questions, the course will engage in narrative enquiry and in the critical evaluation of case studies of pedagogies for environmental citizenship.
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| Transferable skills |
Research methods and methodology, based on a narrative inquiry assignment
Skills of evaluation of educational programmes, based on interrogation of case studies
Assessment of urban locations as environmental education sites
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| Reading list |
Indicative texts:
Boeve-de Pauw, J. & VAN PETEGEM, P. (2011) The effect of Flemish Eco-Schools on student environmental knowledge, attitudes and affect. International Journal of Science Education, 33(11), 1513-1538.
BROWN, J., ROSS, H. & MUNN, P. (2012) Democratic citizenship in schools. Teaching controversial issues, traditions and accountability, Edinburgh, Dunedin Press.
CHASE, S. E. (2005) Narrative inquiry. Multiple lenses, approaches, voices. In: DENZIN, N. K. & LINCOLN, Y. S. (eds.) The Sage Handbook of Qualitative Research. Third Edition. 3 ed. London: Sage Publications.
DOBSON, A. & BELL, D. (eds.) (2006) Environmental Citizenship, Cambridge, MA: MIT Press.
GRUENEWALD, D. A. & SMITH, G. A. (eds.) (2008) Place-Based Education in the Global Age. Local Diversity, New York: Routledge.
GRAY-DONALD, J. & SELBY, D. (2008) Green frontiers. Environmental educators dancing away from mechanism, Rotterdam, Sense.
JACOBSON, S. K., MCDUFF, M. D. & MONROE, M. C. (2006) Conservation Education and Outreach Techniques, Oxford, Oxford University Press.
MCKENZIE, M., HART, P., BAI, H. & JICKLING, B. (2009) Fields of green. Restorying culture, environment, and education, Cresskill, NJ, Hampton Press.
PETERS, M. A., BRITTON, A. & BLEE, H. (eds.) (2008) Global Citizenship Education. Philosophy, Theory and Pedagogy, Rotterdam: Sense Publishers.
PIRC (2011) The Common Cause Handbook. A guide to values and frames for campaigners, community organisers, civil servants, fundraisers, educators, social entrepreneurs, activists, funders, politicians, and everyone in between, Y Plas, Public Interest Research Centre.
STANDISH, A. (2012) The false promise of global learning. Why education needs boundaries., London, Continuum.
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| Study Abroad |
Not entered |
| Study Pattern |
Structured independent study prior to each day and tutorial discussion based in part on the studied material. One tutorial is generally held out of doors. One tutorial is generally given over to the assignment. |
| Keywords | outdoor, environment, sustainability, education, citizenship, pedagogy, identity, modernity, narrati |
Contacts
| Course organiser | Dr Hamish Ross
Tel: (0131 6)51 6410
Email: |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: |
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