Community-driven informal adult environmental learning: Using theory as a lens to identify steps toward concientización

Abstract

This article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward “concientización”—the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences and community development research, affinity spaces and the Asset-Based Community Development model, we trace participants’ development toward concientización. Data collected through interviews with watershed stewards speaks to parts of these theories that in turn signal elements of concientización. Our findings point to the importance of providing communities with support that is flexible and easy to use for identifying and leveraging the resources in their community. We call for a new framework to understand how to help learners access community-driven environmental learning experiences and supporting resources at opportune times.

Keywords:

• Affinity spaces
• Asset-Based Community Development model (ABCD)
• community-driven informal adult environmental learning
• concientización

Acknowledgments

We would like to thank our participants and the Anacostia Watershed Society for their partnership in this work. We would additionally like to thank the reviewers for their helpful feedback on previous versions of this paper.

Notes

1 The names and identifying details of participants have been changed for privacy purposes.

Additional information

Funding

National Science Foundation grant number [1423207].