Preface
Contributors
1. Introduction
Alan Reid, Bjarne B. Jensen, Jutta Nikel, Venka Simovska
2. Stepping back from 'the ladder': reflections on a model of participatory work with children
Roger A. Hart
3. Differentiating and evaluating conceptions and examples of participation in environment-related learning
Alan Reid and Jutta Nikel
4. Learning in and as participation: a case study from health promoting schools
Venka Simovska
5. Environmental learning and categories of interest: exploring modes of participation in a conservation NGO
William Scott and Stephen Gough
6. Participation and the ecology of environmental awareness and action
Louise Chawla
7. Participation, situated culture and practical reason and situated culture
Heila Lotz-Sisitka and Rob O'Donoghue
8. From practice to theory: participation as learning in the context of sustainable development projects
Paul Vare
9. Participation and sustainable development: the role and challenges of mediating agents
Jeppe. L¦ss¸e
10. Mental ownership and participation for innovation in environmental education and education for sustainable development
S¸ren Breiting
11. Participation, education and democracy: implications for environmental education, health education, and education for sustainable development
Karsten Schnack
12. What comes before participation? Searching for meaning in teachers' constructions of participatory learning in environmental education
Paul Hart
13. Participatory pedagogy in environmental education: reproduction or disruption?
Mary J. Barrett
14. Elusive participation: methodological challenges in researching teaching andparticipatory learning in environmental education
Paul Hart
15. Student participation in school ground greening initiatives in Canada: reflections on research design decisions and key findings
Janet E. Dyment
16. Researching participation using critical discourse analysis
Debbie Heck
17. Youth participation in local environmental action: an avenue for science and civic learning?
Tania M. Schusler and Marianne E. Krasny
18. A clash of worlds: children talking about their community experience in relation to the school curriculum
Robert Barratt and Elisabeth Barratt Hacking
19. Sustainable education, whole school approaches and communities of action
Tony Shallcross and JohnRobinson
20. School councils as an arena for pupils' participation in collaborative environmental education projects
Monica Carlsson and Dawn Sanders
Industry Reviews
FROM THE REVIEWS
"This is a welcome addition to the literature related to the development of effective
learning in non-traditional contexts, and is put together by an impressive range of
contributors from four continents. And whilst it does offer a wide range of perspectives
on participatory learning in a variety of curriculum areas, these perspectives are
predominantly theoretical and research-based. They testify to an effective and ongoing
collaboration between academics from different backgrounds and disciplines,
which makes for a comprehensive survey of the concepts from different perspectives.", Alan Peacock, University of Exeter, UK. Environmental Education Research, Vol. 16, No. 2, Month 2010, 1-2 ---------
"This book is of true relevance to teachers, non-governmental organizations and researchers interested in knowing what participation can look like in various contexts where the voices' of the young are favored. " Cecilia Lundholm, Stockholm University. Children, Youth and Environments, Vol. 19 No. 1, 2009 ----------
"The book is masterfully organised in a way that scaffolds the reader through a tangle of sometimes conflicting and competing debates played out in different settings with diverse players engaged in attaining a variaty of goals. For some readers the book will be a starting point toward understanding participation learning. For others, the book will serve as a tool for debate and reflection on a crowded playing field with players representing different agendas, some of them hidden. Although the editors ask readers to step outside of their individual bias, some will choose not to. Perhaps some will even us it as a way to sell their particular viewpoints. Others, however, will be compelled to reflect on themselves as participants in learning, and through their experience with this book they will develop an open-mindedness toward honest and careful consideration of what effective participation learning should encompass." Marie Cheak, WesternIllinois University, The Journal of Environmental Education, Vol. 39, No. 4, 2008 ----------
