Two S?des of the Megalopol?s: Educat?ng for Susta?nable C?t?zensh?p

Öz

Despite widespread focus on literacy and math at the expense of other subjects, citizenship and environmental education have an important role in American public education. Citizenship and environmental education are broadly tasked with helping students develop the knowledge, skills, and attitudes needed to shepherd the body politic and natural world, respectively, into the future. For educators and administrators concerned with instructional efficiency, educational farm visits offer one means of pairing these two approaches into a unified learning experience. This paper presents findings from a qualitative case study analysis of two such programs, incorporating interviews with and observations of visiting students, teachers, and parents. The authors argue that sustainable citizenship—a typically European conception of citizenship that stresses the natural as well as the national world—is an important outcome of these types of educational experiences.

Anahtar Kelimeler

• Education; social studies; sustainability; field trips; citizenship; environment

Kaynakça

1. About the USA (2012). About the USA: Megalopolis. Retrieved from http://usa.usembassy.de/etexts/outgeogr/map3.gif
2. American Institutes for Research. (2005). Effects of outdoor education programs for children in California. Palo Alto, CA: American Institutes for Research.
3. Barr, R.D., Barth, J.L., & Shermis, S.S. (1977). Defining the social studies. Arlington, VA: National Council for the Social Studies.
4. Barton, K. & Levstik, L. Teaching history for the common good, Erlbaum, 2004.
5. Bullen, A., & Whitehead, M. (2005). Negotiating the networks of space, time and substance: A geographical perspective on the sustainable citizen. Citizenship Studies, 9(5), 499-516.
6. Chandler, T. (2009) Civic engagement about climate change: A case study of three educators and their practice. Unpublished doctoral dissertation, Teaches College, Columbia University, New York, NY. (Proquest Document Reproduction).
7. Dewey, J. (1900). The school and society. Chicago: University of Chicago Press.
8. Disinger, J. F. (1983). Environmental education's definitional problem. Clearinghouse for Science, Mathematics and Environmental Education Information Bulletin, 2, 17-32.

9. Dobson, A. (2003). Citizenship and the environment. Oxford: Oxford University Press.
10. Farmer, J., Knapp, D., & Benton, G. M. (2007). An elementary environmental education field trip: Long term effects on ecological/environmental knowledge and attitude development. Journal of Environmental Education 38(3), 33-42.
11. Farmer, J., Knapp, D., & Benton, G. M. (2007). An elementary environmental education field trip: Long term effects on ecological/environmental knowledge and attitude development. Journal of Environmental Education 38(3), 33-42.
12. Frederico. C., & Cloud, J. (2009). Kindergarten through twelfth grade education: Fragmentary progress in equipping students to think and act in a challenging world. In J. Dernbach (Ed.), Agenda for a sustainable America. Washington, DC: ELI Press.
13. Fleury, S. C., & Sheldon, A. (1996). Environmentalism and environmental issues. In R. Evans & D. Saxe (Eds.) Handbook on teaching social issues: NCSS bulletin 93. Washington, D.C.: National Council for the Social Studies.
14. Glenn, J. L. (2000). Environment-based education: Creating high performance schools and students. Washington, DC: The National Environmental Education & Training Foundation.
15. Hardin, G. (1968). The tragedy of the commons. Science, 162(3859), 1243-1248.
16. Helfenbein Jr., R. (2006). Space, place, and identity in the teaching of history: Using critical geography to teach teachers in the American South. In A. Segall, E., Heilman & C. Cherryholmes (Eds.), Social studies – The next generation (pp. 111-124). New York: Peter Lang.
17. Hess, D. (2008). Controversial issues and democratic discourse. In L.S. Levstik & C.A. Tyson (Eds.), Handbook of research in social studies education (pp. 124-136). New York: Routledge.
18. Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.
19. Ingersoll, R.M. & Perda, D. (2008). The status of teaching as a profession. In J. Ballantine & J. Spade (Eds.), Schools and society: A sociological approach to education (pp. 106-118). Los Angeles: Pine Forge Press.
20. Kahne, J. & Middaugh, E. (2010). High quality civic education: What is it and who gets it? In W. Park (Ed.), Social studies today: Research and practice (pp. 141-150). New York: Routledge.
21. Kinloch, V. (2010). Harlem on our minds: Place, race and the literacies of urban youth. New York: Teachers College Press.
22. Lautzenheiser, D., Kelly, A., & Miller, C. (2011). Contested curriculum: How teachers and citizens view civics education. AEI Program on American Citizenship, 1–9.
23. Lieberman, G., & Hoody, L. (1998). Closing the achievement gap: Using the environment as an integrating context for learning. State Education and Environment Roundtable. Poway, CA: Science Wizards.
24. Marshall, C. & Rossman, G.B. (2011). Designing qualitative research (5 ed.). Thousand Oaks, th CA: Sage.
25. Martusewicz, R. A. (2001). Seeking passage: Post-structuralism, pedagogy, ethics. New York: Teachers College Press.
26. Ozer, E.J. (2006). The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health Education & Behavior, 34(6), 846-863.
27. Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress, and promise. London: Routledge.
28. Place-Based Education Evaluation Collaborative. (2009). PEEC. Retrieved from http://www.peecworks.org/index
29. Promise of Place. (2009). Home - Promise of Place. Retrieved from
30. http://www.promiseofplace.org.
31. RSA. (2012). RSA – Sustainable Citizenship. Retrieved from http://www.thersa.org/action- research-centre/public-services-arts-social-change/citizen-power/sustainable-citizenship
32. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York: Teachers College Press.
33. Sherren, K. (2008). A history of the future of higher education for sustainable development. Environmental Education Research, 14(3), 238-256.
34. Soja, E.W. (1989). Postmodern geographies: The reassertion of space in critical social theory. London: Verso.
35. Sterling, S. (1996). Education in change. In J. Huckle & S. Sterling. (Eds.), Education for sustainability (pp. 19-39). London: Earthscan.
36. Storey, D. (2001). Territory: The claiming of space. New York: Prentice Hall.
37. The Farm School at Snipes. (2009). About Snipes Farm and Education Center. Retrieved Feb 13, 2010, from http://www.farmschoolatsnipes.org/about/.
38. Vicino, T., Hanlon, B., & Short, J. (2007). Megalopolis 50 years on: The transformation of a city region. International Journal of Urban and Regional Research, 31(2), 344-367.
39. Wade, R. (2008). Service-learning. In L.S. Levstik & C.A. Tyson (Eds.), Handbook of research in social studies education (pp. 109-123). New York: Routledge.
40. Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2). 237-269.
41. Wills, J.S. (2007). Putting the squeeze on social studies: Managing teaching dilemmas in subject areas excluded from state testing. Teachers College Record 109(8), 1980-2046.
42. Woyshner, C., Watras, J., & Crocco, M.S. (2004). Social education in the Twentieth Century: Curriculum and context for citizenship. New York: Peter Lang.