Responsible Stewards of the Earth: Narratives, Learning, and Activism

FieldValue
dc.contributor.authorLima, Ashley
dc.date.accessioned2011-11-02T20:26:35Z
dc.date.available2011-11-02T20:26:35Z
dc.date.created2011
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/10393/20350
dc.identifier.urihttp://dx.doi.org/10.20381/ruor-4994
dc.description.abstractThis study on engagement in environmental activism can offer valuable insights into how Ontario’s young people come to be responsible stewards of the earth. This research seeks to understand the narrative complexities put forth by teachers and students (Gr. 11-12) about the influence school plays for environmental activists. The teachers’ involvement with activism is mediated by students and the social networks that support their actions. The students’ involvement in action is influenced by teacher mentors, learning about/in the environment, and having a venue for activism. These findings suggest that in order to live up to Acting Today, Shaping Tomorrow schools should be seeking to have at least one environmentally literate teacher who wants to provide students with a venue for action. To assist the teachers and students with activism, there needs to be support for environmental action initiatives from the school administration and the community.
dc.language.isoen
dc.publisherUniversité d'Ottawa / University of Ottawa
dc.subjectresponsible stewards of the earth
dc.subjectenvironmental education
dc.subjectactivism
dc.subjectaction
dc.subjectyouth
dc.titleResponsible Stewards of the Earth: Narratives, Learning, and Activism
dc.typeThesis
dc.contributor.supervisorReis, Giuliano
dc.embargo.termsimmediate
dc.degree.nameMA[Ed]
dc.degree.levelmasters
dc.degree.disciplineeducation
thesis.degree.nameMA[Ed]
thesis.degree.levelMasters
thesis.degree.disciplineeducation
CollectionThèses, 2011 - // Theses, 2011 -

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