Students’ experiences with/in integrated Environmental Studies Programs in Ontario

Abstract

In Canada there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of three case studies of Ontario ESPs indicate that program participation has ‘real world’ applications and creates a safe space for genuine dialogue and critical reflection, and that students experienced changes in environmental attitudes and behaviors as a result of program participation. These findings offer further documentation of the benefits of integrated ESPs, including increased student engagement, learning experiences that are practical and relevant to students’ lives, experiential learning that is memorable and opportunities for development of social and interpersonal skills.

Keywords:

• environmental education
• Ontario secondary schools
• case-study research

Additional information

Notes on contributors

Mary Breunig

Mary Breunig, PhD, is an Associate Professor in the Department of Recreation and Leisure Studies at Brock University, Canada. She is past Co-Editor of the Journal of Experiential Education and Past President of the Association for Experiential Education. You can find out more at mary.breunig.com.

Jocelyn Murtell

Jocelyn Murtell is a PhD Fellow at the Centre for Diversity, Equity and Inclusion at Leeds Metropolitan University, UK. Jocelyn’s research explores the politics of power and visibility in self-representation. Her dissertation is on young women’s relationship to the practice of self-portraiture online.

Constance Russell

Constance Russell, PhD, is an Associate Professor in the Faculty of Education, Lakehead University, Thunder Bay. She is Editor of the Canadian Journal of Environmental Education. She is a former Chair of the Environmental Education SIG of the American Educational Research Association.