From adultcentrism to infantocentrism: an exploratory study on participation in Environmental Education
DOI:
https://doi.org/10.22235/pe.v16i1.3106Keywords:
participation, children, environmental education, measuring methodsAbstract
The objective of this research was to assess the participation promoted by Environmental Education professionals, using taxonomies derived from studies conducted with adults, children, and adolescents. A total of 98 individuals working in this field in Chile were involved through an online survey, and thematic content analysis and descriptive statistical analyses were performed. Their responses were associated with four adultcentric discursive positions and three infantocentric positions, and profiles were created for each group based on other study variables. It was identified that individuals with infantocentric positions tend to be more critical of their practice, have more years of experience in the field, and generally work as environmental activists or communicators. Based on the findings, this study provides insights for the development of more sophisticated instruments for measuring participation and concludes with aspects that should be further explored or addressed in future evaluations.
Downloads
References
Ato, M., López-García, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología/Annals of Psychology, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Brinkmann, S., & Tanggaard, L. (2013). An epistemology of the hand: Putting pragmatism to work. En P. Gibbs (Ed.), Learning, work and practice: New understandings (pp. 147-163). Springer.
Calixto-Flores, R. (2018). El cambio climático en las representaciones sociales de los estudiantes universitarios. Revista Electrónica de Investigación Educativa, 20(1), 122-132. https://doi.org/10.24320/redie.2018.20.1.1443
Calvente, A., Kharrazi, A., Kudo, S., & Savaget, P. (2018). Non-formal environmental education in a vulnerable region: Insights from a 20-year long engagement in Petropolis, Rio de Janeiro, Brazil. Sustainability, 10(11), 4247. https://doi.org/10.3390/su10114247
Castillo-Riquelme, V., Rodríguez Garcés, C., & Escalona Burgos, J. (2018). Participación, vida democrática y sentido de pertenencia según tipo de establecimiento educativo en Chile. Páginas De Educación, 11(2), 108–129. https://doi.org/10.22235/pe.v11i2.1630
Creswell, J. W., & Poth, C. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4 ed.). Sage publications.
Davis, J. (2005). Educating for sustainability in the early years: Creating cultural change in a childcare setting. Australian Journal of Environmental Education, 21, 47-55. https://doi.org/10.1017/s081406260000094x.
Díaz-Bórquez, D., Contreras-Shats, N., & Bozo-Carrillo, N. (2018). Participación infantil como aproximación a la democracia: desafíos de la experiencia chilena. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 16(1), 101-113. https://doi.org/10.11600/1692715x.16105
Espejel, A., & Flores, A. (2012). Educación ambiental escolar y comunitaria en el nivel medio superior, Puebla-Tlaxcala, México. Revista Mexicana de Investigación Educativa, 17(55), 1173-1199. http://www.scielo.org.mx/scielo.php?pid=S1405-66662012000400008&script=sci_arttext.
Green, C. J. (2015). Toward Young Children as Active Researchers: A Critical Review of the Methodologies and Methods in Early Childhood Environmental Education. The Journal of Environmental Education, 46(4), 207-229. https://doi.org/10.1080/00958964.2015.1050345
Hart, R. (2013). Children's participation: The theory and practice of involving young citizens in community development and environmental care. Routledge.
Hidalgo, N., & Perines, H. (2018). Dar voz a los protagonistas: La participación estudiantil en el proceso de enseñanza-aprendizaje. Revista Educación, 42(2), 438-464. https://doi.org/10.15517/revedu.v42i2.27567
Læssøe, J. (2010). Education for sustainable development, participation and socio‐cultural change. Environmental Education Research, 16(1), 39-57. https://doi.org/10.1080/13504620903504016
Lawson, D. F., Stevenson, K. T., Peterson, M. N., Carrier, S. J., Strnad, R. L., & Seekamp, E. (2019). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 458-462. https://doi.org/10.1038/s41558-019-0463-3.
Lay-Lisboa, S., & Montañés, M. (2018). De la participación adultocéntrica a la disidente: La otra participación infantil. Psicoperspectivas, 17(2), 55-66. https://doi.org/10.5027/psicoperspectivas-Vol17-Issue2-fulltext-1176.m
Liebel, M., & Gaitán, L. (2019). El poder de los niños y niñas. Anotaciones sobre el protagonismo de movimientos infantiles en la actualidad. Sociedad e Infancias, 3, 15-20. https://doi.org/10.5209/soci.65352
Matos-de Rojas, Y., Pasek-de Pinto, E., Peña-Briceño, M. L., & Briceño, M. V. (2018). Participación ciudadana para una educación ambiental sustentable. Scientific, 3(9), 233-255. https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.12.233-255.
Novella, A. M., Mateos, T., Crespo, F., & Lopez-González, A. (2021). Escenarios de participación de la infancia. Oportunidades para la coproducción en los municipios. Pedagogía social: revista interuniversitaria, 38, 61-76. https://doi.org/10.7179/PSRI_2021.38.04
Ouariachi, T., Olvera, M. D., & Gutiérrez, J.(2017). Analysis of online change games: exploring opportunities. Revista Electrónica de Investigación Educativa, 19(3), 104-114. https://doi.org/10.24320/redie.2017.19.3.1298
Pavelic, M. R., & Salinas, S. C. (2014). Deconstruyendo la noción de infancia asociada a ciudadanía y participación. Revista Internacional de Investigación en Ciencias Sociales, 10(1), 91-105. http://revistacientifica.uaa.edu.py/index.php/riics/article/view/200
Payne, P. (2018). Locations, translocal and transnational environmental education research in the Anthropocene. Pesquisa em Educação Ambiental, 13, 10-22. https://doi.org/10.18675/2177-580X.vol13.Especial.p10-22.
Pozo-Llorente, M. T., Gutiérrez-Pérez, J., & Poza-Vilches, M. F. (2019). Local Agenda 21 and sustainable development. En W. Leal Filho (Ed.), Encyclopedia of sustainability in higher education (pp. 1126-1135). Springer. https://doi.org/10.1007/978-3-030-11352-0_55
Prado-Fuentes, S., & Pérez-Campuzano, E. (2011). Participación estudiantil en programas ambientales en instituciones de educación superior. Perfiles Educativos, 33(134), 77-98. http://www.scielo.org.mx/scielo.php?pid=S0185-26982011000400006&script=sci_arttext&tlng=en
Prosser, G., Romo-Medina, I., & Rojas-Andrade, R. (2020a). Niveles de participación de niños, niñas y adolescentes en investigaciones de educación ambiental en Hispanoamérica (1999-2019). Pensamiento educativo, 57(2), 1-18. https://doi.org/10.7764/pel.57.2.2020.8
Prosser, G., Salazar-Sepúlveda, M. S., Pérez-Tello, S., Pérez-Lienqueo, M., & Prosser-González, C. (2020b). Evaluación de un programa de educación ambiental desde la voz del alumnado. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 18(2), 1-26. https://doi.org/10.11600/1692715x.18206
Roldán-Arcos, S., Martín, J. M. P., & Esquivel-Martín, T. (2022). Educación para la Justicia Ambiental: ¿Qué Propuestas se están Realizando? Revista Internacional de Educación para la Justicia Social, 11(2), 11-27. https://doi.org/10.15366/riejs2022.11.2.001
Salkind, N. (2021). Exploring Research. Pearson Education Limited.
Save the Children. (2019). National Child Participation Framework: Child friendly version. Save the Children South Africa.
Shier, H. (2001). Pathways to participation: Openings, opportunities and obligations. Children & society, 15(2), 107-117. https://doi.org/10.1002/chi.617
Thiery, W., Lange, S., Rogelj, J., Schleussner, C. F., Gudmundsson, L., Seneviratne, S. I., Andrijevic, M., Frieler, K., Emanuel, K., Geiger, T., Bresch, D. N., Zhao, F., Willner, S. N., Büchner, M., Volkholz, J., Bauer, N., Chang, J., Ciais, P., Dury, M., François, L. ... & Wada, Y. (2021). Intergenerational inequities in exposure to climate extremes. Science, 374(6564), 158-160. https://doi.org/10.1126/science.abi7339
Trilla, J., & Novella, A. (2001). Educación y participación social de la infancia. Revista Iberoamericana de Educación, 26, 137-164. https://doi.org/10.35362/rie260982
Trilla, J., & Novella, A. (2011). Participación, democracia y formación para la ciudadanía. Los consejos de infancia. Revista de Educación, 356, 23-43. https://www.educacionyfp.gob.es/dam/jcr:90583e05-f8cc-4da6-86b5-a0b9f01dce7c/re201102-pdf.pdf
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 5(6), 100-110. https://doi.org/10.5430/jnep.v6n5p100
Varela-Losada, M., Vega-Marcote, P., Pérez-Rodríguez, U., & Álvarez-Lires, M. (2016). Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research, 22(3), 390-421. https://doi.org/10.1080/13504622.2015.1101751
Winkler, M. I., Alvear, K., Olivares, B., & Pasmanik, D. (2014). Psicología Comunitaria hoy: Orientaciones éticas para la acción. Psicoperspectivas, 13(2), 43-54. http://dx.doi.org/10.5027/psicoperspectivas-Vol13-Issue2-fulltext-353
Zittoun, P. (2016). Hacia un enfoque pragmático de la acción pública. Revista Latinoamericana de políticas y acción pública, 3(1), 9-32. https://doi.org/10.17141/mundosplurales.1.2016.2316
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Páginas de Educación
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The authors will retain their copyrights and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work provided that its author is indicated and Your first publication in this journal.
- Authors may adopt other non-exclusive license agreements for the distribution of the version of the published work provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet after the publication process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
