Participatory action research (PAR) and environmental education (EE): a Mexican experience with teachers from a primary rural school

Abstract

We conducted a case study of a rural primary school in Mexico. Its teachers consented to introducing an EE model using PAR methodology. Our objective was to analyse how PAR can generate specific issue-related understandings in teachers, thus resolving the gap between EE theories and practices. We conducted a qualitative study and implemented non-participatory observations of teachers’ classes, participatory observation of school routines, and elaboration of field notes. We also conducted semi-structured interviews before and after a specified period. The results showed that, before using PAR techniques, EE teachers’ conception and practice were focused on providing and analysing information related to caring for the environment. Afterwards, their conceptions and practices appeared more action-oriented. These teachers were not specialists in EE and they had not had any prior related training; nevertheless, the Mexican curriculum for primary schools states that teachers should incorporate EE into their lessons with a cross-curricular perspective.

Keywords:

• Participatory action research
• EE teachers’ conception and practice
• rural primary school
• Mexico

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Arely Paredes-Chi

Arely Paredes-Chi, is a Mexican researcher. She studied bachelor in education and a master degree in Human Ecology in her country. Additionally, she obtained a PhD in Environmental Education (EE) in Deakin University, Australia. She has developed research in the area of EE at the formal education system, incorporating Participatory Action Research. She had a postdoctoral position on CINVESTAV, one of the most recognised research centre in Mexico. Is a young researcher of “Catedras Conacyt program”

María Dolores Viga-de Alva

María Dolores Viga-de Alva, is psychologist from the University Autonomous of Mexico (UNAM); master degree in Research and Development of the Education by the Universidad Iberoamericana and, PhD in Administrative Sciences, Planning and Environmental Education in the National Polytechnic Institute. She is research assistant in the Human Ecology Department in CINVESTAV, Merida-Unit, with extensive experience researching, teaching and practices of Participatory Action Research.