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

Abstract

This 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.