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Environmental Action as Context for Youth Development

Environmental Action as Context for Youth Development. Tania M. Schusler and Marianne E. Krasny Elizabeth Browning November 1, 2012. The Study.

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Environmental Action as Context for Youth Development

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  1. Environmental Action as Context for Youth Development Tania M. Schusler and Marianne E. Krasny Elizabeth Browning November 1, 2012

  2. The Study • This study explores the practices of teachers, nonformal science educators, community organizers, youth program managers, and other educators facilitating youth participation in local environmental action, as well as the experiences of some of the youth involved. They discovered strong parallels with the theory and empirical research in the youth development literature suggesting environmental action is a valuable context for positive youth development.

  3. Environmental Action? • “Environmental action involves deliberate decisions, planning, implementation, and reflection by an individual or group intended to achieve a specific environmental outcome” (208). • Environmental action is NOT environmental behaviour and activity because action is intentional, consciously undertaken with reference to motives and reasons. Environmental action is targeted at the solutions to the root causes of a problem. • Q: Why is this distinction important? We are talking about positive youth development. Do you see a connection between PYD and this definition of environmental action?

  4. Positive Youth Development (PYD) • Where problem-reduction approaches view youth as recipients of services intended to decrease problems like alcohol use and violence, PYD takes an asset-based approach that values young people’s strength and future potential in recognition that “problem-free” does not mean well prepared for adulthood.

  5. The four categories of developmental assets contributing to well-being are: Physical development (health habits, risk management skills) Intellectual development (critical thinking, and decision making skills) Psychological and Emotional development (self-regulation, coping, conflict resolution; confidence in personal efficacy) Social development (trust with others, sense of social place/integration) Comments at this point?

  6. Methodology • Semi-structured, open-ended interviews, asked educators to describe and reflect on practice, focused on narrative (qualitative, don’t ask what someone thinks, asks how they approached, handled, responded etc.) • Selected individuals whose practice shared criteria central to environmental action and shared decision making with youth in one or more of the following forms of EA: • Physical environment improvements • Community education • Inquiry • Public issue analysis and advocacy for policy change • Products or services contributing to community development • 33 educators from 28 organization • Interviewed 46 youths

  7. Video & Discussion • Video – made by students (youth EA), about EA. Provides some examples of EA. http://www.youtube.com/watch?v=HaBnbkAUdnI • **Please skip ahead 27 seconds into the video then start watching! • Checkmark when you are back. Thanks!

  8. Discussion • Reactions to video? • What aspect of Environmental action do you see/hear? • In this example youth get the credit and the educators are invisible. Can you identify any of the nine practice themes and related strategies? • Can you imagine how educators have facilitated this learning? • How might this information effect your own practice?

  9. Discussion Nine Practice Themes: • Creating safe spaces • Providing structure • Building respectful, trusting relationships • Bridging differences and creating opportunities for all learners to contribute • Setting clear, rigorous expectations • Providing opportunities for meaningful contribution • Supporting youth as they encounter new challenges • Connecting youth with their community • Expanding horizons through novel experiences

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