How do teachers perceive environmental responsibility?

Abstract

Environmental responsibility can be collective or individual. In environmental education, private-sphere responsibility is often promoted. However, emphasising individual pro-environmental behaviour may cause problems, such as feelings of guilt and powerlessness, a focus on ineffective activities, and gendered responsibility. In this article, I discuss the perceptions of 13 environmentally minded Finnish teachers concerning environmental responsibility. Results suggest that the individualisation of environmental responsibility may limit educational possibilities at school. Although the interviewees are well aware of significant environmental behaviours, they perceive their pupils’ range of action possibilities as narrow. Based on the results, I suggest that collective responsibility be promoted in environmental education, and practitioners should develop easy options for youth participation.

Keywords:

• Environmental responsibility
• environmental citizenship
• individualisation
• private-sphere environmentalism
• collective action

Additional information

Funding

This work was supported by Maj and Tor Nessling Foundation.

Notes on contributors

Essi Aarnio-Linnanvuori

Essi Aarnio-Linnanvuori is an experienced environmental educator, who has a PhD from Environmental Change and Policy, University of Helsinki. Her research interests relate to the ‘wickedness’ of environmental issues. She has a particular interest in interdisciplinary and trans-disciplinary environmental education, and climate change education. She currently works as an senior education officer at WWF Finland.