Evaluating the impact of an environmental education programme; an empirical study in Mexico.

This study draws on information from 11 in-depth interviews, two focus groups and 72 written questionnaires to evaluate an extra-curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological knowledge of 72 students. Qualitative feedback suggests that students learnt about forestry, acquired greater awareness of the importance of conservation for the local environment and enjoyed the participatory teaching methods used in the programme. Quantitative results show a positive and significant association between the number of times a student participated in the programme and the student’s ecological knowledge. Students who participated in the programme once had a 16.3% higher knowledge on ecological concepts and knew, on average, 1.5 more local forest plants than students who never attended it (p<.001). Findings suggest that the inclusion of participatory environmental education programmes in preparatory schools would improve the acquisition of ecological knowledge. Further research could consider the consistency of the findings by replicating participatory methods presented here and by using an experimental research design.

Literature and environmental ethics

This thesis contends that literature which reflects, and is informed by (whether consciously or not), reconstructive postmodern ecology is not a static literature but by representing and confronting the underpinning causes that have led humanity to violence, literature generates new engagements and the potential to reconstruct - ethically, cognitively, perceptually- alternative ways of being-in-the-world for political ends.

Contextualising learning through the participatory construction of an environmental education programme

Strengthening links between school and community is critical for improving people's participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students' life experience and are planned without considering either teachers' or students' opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school's headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group's participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan.

A life in environmental education : an autobiographical case study

This thesis reveals that context can be used as a tool to explore the connections, interpretations and meanings individuals assign to their existence and unique constructions of reality. Effective and transformative environmental education is dependent on a deeper understanding and examination of these unique existential and contextual forces.

Green bodies : training environmental educators

In this paper, we examine the “greening” of Outdoor & Environmental Education (OEE) students at an Australian regional university through three lenses: temporal, spatial & material. We are inspired by Grosz’ claim that “bodies are always understood within a spatial & temporal context, & space & time remain conceivable only insofar as corporeality provides the basis for our perception & representation of them” (1995, p. 84). As suggested by Grosz, these lenses are not discrete and, in the course of the paper, their intersections & reciprocity become apparent. We draw on interview responses & observations from a longitudinal cohort study undertaken by Preston in an attempt to trace the regulation and practice of “green” “outdoor Ed” subjectivities in the context of the materialities, time & spaces of this specific course. Grosz, E.A. (1995) Space, Time & Perversion: The Politics of Bodies, New York: Routledge

Correlates of socio-economic inequalities in women’s television viewing : a study of intrapersonal, social and environmental mediators

Introduction

Socio-economically disadvantaged women are at a greater risk of spending excess time engaged in television viewing, a behavior linked to several adverse health outcomes. However, the factors which explain socio-economic differences in television viewing are unknown. This study aimed to investigate the contribution of intrapersonal, social and environmental factors to mediating socio-economic (educational) inequalities in women's television viewing.
Methods

Cross-sectional data were provided by 1,554 women (aged 18-65) who participated in the 'Socio-economic Status and Activity in Women study' of 2004. Based on an ecological framework, women self-reported their socio-economic position (highest education level), television viewing, as well as a number of potential intrapersonal (enjoyment of television viewing, preference for leisure-time sedentary behavior, depression, stress, weight status), social (social participation, interpersonal trust, social cohesion, social support for physical activity from friends and from family) and physical activity environmental factors (safety, aesthetics, distance to places of interest, and distance to physical activity facilities).
Results

Multiple mediating analyses showed that two intrapersonal factors (enjoyment of television viewing and weight status) and two social factors (social cohesion and social support from friends for physical activity) partly explained the educational inequalities in women's television viewing. No physical activity environmental factors mediated educational variations in television viewing.
Conclusions

Acknowledging the cross-sectional nature of this study, these findings suggest that health promotion interventions aimed at reducing educational inequalities in television viewing should focus on intrapersonal and social strategies, particularly providing enjoyable alternatives to television viewing, weight-loss/management information, increasing social cohesion in the neighborhood and promoting friend support for activity.

Sustainable schools as pedagogical tools for environmental education

There has been extensive research about the association between school physical environment and children’s educational performance. However, the relationship between the sustainability of school physical environments and children’s environmental awareness via education has been rarely addressed in the literature. This paper evaluates the possible differences between the environmental attitudes and behaviours of children in schools designed for sustainability and conventional schools in Victoria, Australia. The New Environmental Paradigm (NEP) and General Ecological Behaviours (GEB) scales were employed to measure the environmental awareness of 275 grade 4-6 children in seven primary schools. Quantitative analysis was conducted to look for significant differences between the environmental attitudes and behaviours of two groups: children attending conventional schools and children attending schools assessed as being designed or refurbished with sustainability in mind. The results of the analysis indicated that there was a statistically significant difference between the two groups. Factor analysis revealed the NEP and GEB to be multidimensional scales. Considering the relationship between school design and the identified behaviour and attitude factors showed the presence of sustainability features had the greatest impact on the factor Children’s Attitudes via ESD (Environmentally Sustainable Design) at School. This result invites professionals in the built environment design disciplines to re-think the pedagogic importance of environmentally sustainable design in schools.

Human and social capital and environmental management in small firms: a developing country perspective

We examine the important roles of two forms of capital—human andsocial—in the accumulation of critical resources that enable firms to adopt soundenvironmental management practices which contribute to better firm performance.Drawing on human and social capital theories and the resource-based view of the firm,we tested this proposition using data from a survey of 141 small manufacturing firmsdrawn from a survey of business enterprises in a metropolitan city in the southernregion of the Philippines. The results of our analysis using structural equationmodelling-partial least square approach show that both human capital such as age,experience and education of managers of the firm and social capital such as externalmanagerial ties and networks have significant and positive contribution to the environmentalmanagement resources of firms although the effects vary in magnitude. Theaccumulation of environmental management resources not only is positively linked tothe adoption by firms of pro-environment practices but also fully mediates the effects ofthe two types of capital on the adoption of such practices. Pro-environment practicesare positively linked to better performance outcomes. The findings underscore the needto account for the intangible and more tacit forms of capital such as managerial talent,knowledge, skills and social ties and networks in the wider debate on how smallmanufacturing firms in developing countries can address the pressing need to integrateenvironmental sustainability in business.

Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

An ecological study of the relationship between social and environmental determinants of obesity

There is growing concern with the increasing prevalence of obesity in industrialised countries, a trend that is more apparent in the poor than in the rich. In an ecological study, the relationship between an area measure of socioeconomic status (SES) and the density of fast-food outlets was examined as one possible explanation for the phenomenon. It was found that there was a dose-response between SES and the density of fast-food outlets, with people living in areas from the poorest SES category having 2.5 times the exposure to outlets than people in the wealthiest category. The findings are discussed.