Immigrant children promoting environmental care: enhancing learning, agency and integration through culturally-responsive environmental education

Research
TitleImmigrant children promoting environmental care: enhancing learning, agency and integration through culturally-responsive environmental education
Publication TypeJournal Article
Year of Publication2017
AuthorsBlanchet-Cohen, N, Reilly, RC
JournalEnvironmental Education Research
Volume23
Issue4
Pagination553 - 572
Date Published2017/04/21/
ISBN Number1350-4622
Keywordsculturally-responsive, agency, environmental education, immigrant children, Include, intergenerational, learning, LMD review
AbstractThis paper examines the potential of culturally-responsive environmental education to engage immigrant early adolescents. Our study suggests that environmental involvement can become a means and an end for children to bridge their school and home in agential ways. Drawing from a multi-phase study involving focus groups with children, parents, and teachers from three culturally-diverse schools in Montreal, as well as a green action research project, we examine children’s role as environmental educators and ambassadors. The role of environmental ambassador allowed children to take on positions that departed from conventional parent-child social scripts, and enhanced the communication between school-student-home, between generations, and spoke to their sense of place. We contend that culturally-responsive environmental education offers a unique space for enacting democracy, knowledge creation and integration, but this opportunity is often squandered. Bi-directional, responsive, and consistent home-school-community-place relations need to be actively supported.
URLhttp://dx.doi.org/10.1080/13504622.2016.1153046