Environmental education for social–ecological system resilience: a perspective from activity theory

Abstract

In this paper we attempt to integrate environmental education, with a focus on building capacity at the level of the individual, with frameworks for resilience, with a focus on adaptive capacity at the level of the social–ecological system. Whereas previous work has focused on enhancing system‐level capacity through building adaptive capacity in individuals, we suggest a wider range of processes for linking individual learning with resilience in social–ecological systems. In particular, we use activity theory as a lens to examine how environmental education programs situated within adaptive co‐management practices might foster learning among youth while contributing directly to environmental quality, building and distributing multiple forms of knowledge among stakeholders, and changing adult behaviors in a local watershed.

Keywords:

• activity theory
• watersheds
• environmental education
• resilience

Acknowledgements

The authors thank Keith G. Tidball and four anonymous reviewers for commenting on previous drafts of this manuscript.

Notes

1. Some information on a recent website can be found at www.peninsulastreams.org/watersheds/hagan.shtml. A brief narrative concerning the founding of the group can be found at http://findarticles.com/p/articles/mi_hb6685/is_/ai_n28702223.