How do teachers perceive environmental responsibility?

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Environmental responsibility can be collective or individual. In environmental education, private-sphere responsibility is often promoted. However, emphasising individual pro-environmental behaviour may cause problems, such as feelings of guilt and powerlessness, a focus on ineffective activities, and gendered responsibility. In this article, I discuss the perceptions of thirteen environmentally minded Finnish teachers concerning environmental responsibility. Results suggest that the individualisation of environmental responsibility may limit educational possibilities at school. Although the interviewees are well aware of significant environmental behaviours, they perceive their pupils’ range of action possibilities as narrow. Based on the results, I suggest that collective responsibility be promoted in environmental education, and practitioners should develop easy options for youth participation.
Original languageFinnish
JournalEnvironmental Education Research
Volume25
Issue number1
Pages (from-to)46-61
ISSN1350-4622
DOIs
Publication statusPublished - 21 Jan 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 1172 Environmental sciences
  • 516 Educational sciences

Cite this

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title = "How do teachers perceive environmental responsibility?",
abstract = "Environmental responsibility can be collective or individual. In environmental education, private-sphere responsibility is often promoted. However, emphasising individual pro-environmental behaviour may cause problems, such as feelings of guilt and powerlessness, a focus on ineffective activities, and gendered responsibility. In this article, I discuss the perceptions of thirteen environmentally minded Finnish teachers concerning environmental responsibility. Results suggest that the individualisation of environmental responsibility may limit educational possibilities at school. Although the interviewees are well aware of significant environmental behaviours, they perceive their pupils’ range of action possibilities as narrow. Based on the results, I suggest that collective responsibility be promoted in environmental education, and practitioners should develop easy options for youth participation.",
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How do teachers perceive environmental responsibility? / Aarnio-Linnanvuori, Essi.

In: Environmental Education Research, Vol. 25, No. 1, 21.01.2019, p. 46-61.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - How do teachers perceive environmental responsibility?

AU - Aarnio-Linnanvuori, Essi

PY - 2019/1/21

Y1 - 2019/1/21

N2 - Environmental responsibility can be collective or individual. In environmental education, private-sphere responsibility is often promoted. However, emphasising individual pro-environmental behaviour may cause problems, such as feelings of guilt and powerlessness, a focus on ineffective activities, and gendered responsibility. In this article, I discuss the perceptions of thirteen environmentally minded Finnish teachers concerning environmental responsibility. Results suggest that the individualisation of environmental responsibility may limit educational possibilities at school. Although the interviewees are well aware of significant environmental behaviours, they perceive their pupils’ range of action possibilities as narrow. Based on the results, I suggest that collective responsibility be promoted in environmental education, and practitioners should develop easy options for youth participation.

AB - Environmental responsibility can be collective or individual. In environmental education, private-sphere responsibility is often promoted. However, emphasising individual pro-environmental behaviour may cause problems, such as feelings of guilt and powerlessness, a focus on ineffective activities, and gendered responsibility. In this article, I discuss the perceptions of thirteen environmentally minded Finnish teachers concerning environmental responsibility. Results suggest that the individualisation of environmental responsibility may limit educational possibilities at school. Although the interviewees are well aware of significant environmental behaviours, they perceive their pupils’ range of action possibilities as narrow. Based on the results, I suggest that collective responsibility be promoted in environmental education, and practitioners should develop easy options for youth participation.

KW - 1172 Ympäristötiede

KW - 516 Kasvatustieteet

U2 - 10.1080/13504622.2018.1506910

DO - 10.1080/13504622.2018.1506910

M3 - Artikkeli

VL - 25

SP - 46

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JO - Environmental Education Research

JF - Environmental Education Research

SN - 1350-4622

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