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Becoming eco‐responsible, active citizens through participation in the eco ambassadors project – a reflective analysis

Becoming eco‐responsible, active citizens through participation in the eco ambassadors project –... This article offers a reflective analysis of the Eco Ambassadors Project as an example of the some of the ways in which learning about environmental issues and active citizenship can be encouraged and enabled through collaboration and negotiated participation. Some policy background to the project is given, followed by a critical consideration of the theoretical framework of situated learning; participation in a community of practice is then presented in relation to the project, alongside theories of citizenship. Three activities undertaken during the project are highlighted and these are critically examined in relation to the theories under consideration. The paper argues that the theoretical framework of learning by participation can usefully augment and help better explain how learners develop their identities as citizens, and that through participation people can become active members of communities that are environmentally and politically aware. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Becoming eco‐responsible, active citizens through participation in the eco ambassadors project – a reflective analysis

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Publisher
Emerald Publishing
Copyright
Copyright © 2009 Emerald Group Publishing Limited. All rights reserved.
ISSN
2050-7003
DOI
10.1108/17581184200800001
Publisher site
See Article on Publisher Site

Abstract

This article offers a reflective analysis of the Eco Ambassadors Project as an example of the some of the ways in which learning about environmental issues and active citizenship can be encouraged and enabled through collaboration and negotiated participation. Some policy background to the project is given, followed by a critical consideration of the theoretical framework of situated learning; participation in a community of practice is then presented in relation to the project, alongside theories of citizenship. Three activities undertaken during the project are highlighted and these are critically examined in relation to the theories under consideration. The paper argues that the theoretical framework of learning by participation can usefully augment and help better explain how learners develop their identities as citizens, and that through participation people can become active members of communities that are environmentally and politically aware.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Jan 1, 2009

Keywords: Citizenship; Communities of practice; Learning by participation; Situated learning

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