How do teachers perceive environmental responsibility?

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

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.
Alkuperäiskielisuomi
LehtiEnvironmental Education Research
Vuosikerta25
Numero1
Sivut46-61
ISSN1350-4622
DOI - pysyväislinkit
TilaJulkaistu - 21 tammikuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

  • 1172 Ympäristötiede
  • 516 Kasvatustieteet

Lainaa tätä

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title = "How do teachers perceive environmental responsibility?",
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How do teachers perceive environmental responsibility? / Aarnio-Linnanvuori, Essi.

julkaisussa: Environmental Education Research, Vuosikerta 25, Nro 1, 21.01.2019, s. 46-61.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

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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.

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