The role of environment clubs in promoting ecocentrism in secondary schools: student identity and relationship to the earth

References

• Aguilar, O. M., & Krasny, M. E. (2011). Using the communities of practice framework to examine an after‐school environmental education program for Hispanic youth. Environmental Education Research, 17(2), 217–233.
   Web of Science ®Google Scholar
• Aldo Leopold Foundation. (2018). Woodland School. [Blog post]. Retrieved from http://www.aldoleopold.org/WoodlandSchool/philosophy.shtml
   Google Scholar
• Alonso, M. (2014). EarthTeam 2013–2014 end of year report. Retrieved from https://www.dropbox.com/s/89o2c7fibui1swu/EarthTeam End of Year Report 13-14 (digital).pdf?dl=0
   Google Scholar
• Barry, C. (2010). The environment/society disconnect: An overview of a concept tetrad of environment. The Journal of Environmental Education, 41(2), 116–132.
   Web of Science ®Google Scholar
• Baumeister, R. F. (2002). Yielding to temptation: Self-control failure, impulsive purchasing, and consumer behavior. Journal of Consumer Research, 28(4), 670–676.
   Web of Science ®Google Scholar
• Beckwith, B. R., Halber, T., & Turner, N. J. (2017). “YOU HAVE TO DO IT.” Creating agency for environmental sustainability through experiential education, transformative learning, and kincentricity. In H. Kopnina & E. Shoreman-Ouimet (Eds.), Routledge handbook of environmental anthropology (pp. 412–427). Abingdon, Oxon, UK: Routledge.
   Google Scholar
• Biddle, S. J. H., Markland, D., Gilbourne, D., Chatzisarantis, N. L. D., & Sparkes, A. C. (2001). Research methods in sport and exercise psychology: Quantitative and qualitative issues. Journal of Sports Sciences, 19(10), 777–809.
   PubMed Web of Science ®Google Scholar
• Boddice, R. (2011). The end of anthropocentrism. In R. Boddice (Ed.), Anthropocentrism: Humans, animals, environments (pp. 1–18). Leiden, The Netherlands: Brill.
   Google Scholar
• Boeije, H. (2010). Analysis in qualitative research. Los Angeles: Sage.
   Google Scholar
• Bonnett, M. (2004). Retreiving nature: Education for a post-humanist age. Malden, MA: Blackwell.
   Google Scholar
• Bookchin, M. (1988). The crisis in the ecology movement. Newsletter of the Green Program Project, No. 6.
   Google Scholar
• Bookchin, M., Purchase, G., Morris, B., & Aitchtey, R. (1993). Deep ecology and anarchism: A polemic. London, UK: Freedom Press.
   Google Scholar
• Booth, A. L. (2000). Ways of knowing: Acceptable understandings within bioregionalism, deep ecology, ecofeminism, and native American cultures. The Trumpeter Journal of Ecosophy, 16(1), 1–14.
   Google Scholar
• Boslaugh, S. (2011). Anthropocentrism. In J. Newman & P. Robbins (Eds.), Green ethics and philosophy: An A-to-Z guide (pp. 15–17). Thousand Oaks, CA: Sage Reference.
   Google Scholar
• Campbell, C. (2014). The curse of the new: How the accelerating pursuit of the new is driving hyperconsumption. In K. M. Ekström (Ed.), Waste management and sustainable consumption: Reflections on consumer waste (pp. 29–51). Hoboken, NJ: Taylor and Francis.
   Google Scholar
• Chan, K. K. W. (1996). Environmental attitudes and behaviour of secondary school students in Hong Kong. The Environmentalist, 16(4), 297–306.
   Google Scholar
• Cianca, S. (2012). Cross-age reading buddies and cultural-sensitive literature: Student-centered English language instruction in an Ethiopian budget school. Journal of Research in Childhood Education, 26(4), 392.
   Google Scholar
• Cocks, S., & Simpson, S. (2015). Anthropocentric and ecocentric: An application of environmental philosophy to outdoor recreation and environmental. Education. Journal of Experiential Education, 38(3), 216–227.
   Web of Science ®Google Scholar
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Crotty, M. (1998). The foundations of social research. Meaning and perspective in the research process. St. Leonards, NSW: Allen & Unwin.
   Google Scholar
• Danziger, P. (2004). Why people buy things they don’t need: Understanding and predicting consumer behavior. Ithaca, NY: Paramount Market Publishing.
   Google Scholar
• de Vreede, C., Warner, A., & Pitter, R. (2014). Facilitating youth to take sustainability actions: The potential of peer education. The Journal of Environmental Education, 45(1), 37–56.
   Web of Science ®Google Scholar
• Devall, B., & Sessions, G. S. (1994). Deep ecology. In D. VandeVeer & C. Pierce (Eds.), The environmental ethics and policy book (pp. 215–220). Belmont, CA: Wadsworth.
   Google Scholar
• Dunlap, R. E., & Van Liere, K. D. (1978). The “new environmental paradigm“. The Journal of Environmental Education, 9(4), 10–19.
   Web of Science ®Google Scholar
• EarthTeam. (2015). A look back: American High School EarthTeam. Retrieved from http://www.earthteam.net/news/look-back-–-american-high-school-earthteam
   Google Scholar
• Edelglass, W. (2009). Joanna Macy: The ecological self. In W. Edelglass & J. Garfield (Eds.), Buddhist philosophy: Essential readings (pp. 428–436). New York, NY: Oxford University Press.
   Google Scholar
• Edwards, J. (2016). Socially-critical environmental education in primary classrooms: The dance of structure and agency. Cham, Switzerland: Springer International.
   Google Scholar
• Effingham, N. (2013). An introduction to ontology. Cambridge, UK: Polity Press.
   Google Scholar
• Ellyard, P. (2011). Designing 2050: Pathways to sustainable prosperity on Spaceship Earth. Yarraville, Victoria, Australia: Port Campbell Press.
   Google Scholar
• Fien, J. (1993). Education for the environment: Critical curriculum theorising and environmental education. Geelong, Victoria, Australia: Deakin University.
   Google Scholar
• Fien, J., & Heck, D. (2003). Environmental education and education for sustainable development. In J. P. Keeves, R. Watanabe, R. Maclean, P. D. Renshaw, C. N. Power, R. Baker, … A. C. Tuijnman (Eds.), International handbook of educational research in the Asia-Pacific Region: Part One (pp. 569–584). Dordrecht, Netherlands: Springer.
   Google Scholar
• Firestone, W. A. (1987). Meaning in method: The rhetoric of quantitative and qualitative research. Educational Researcher, 16(7), 16–21.
   Google Scholar
• Flynn, T. (2006). Existentialism: A very short introduction. Oxford, UK: Oxford University Press.
   Google Scholar
• Flynn, T., Berry, S., Saker, C., Kavanagh, S., & Currie, J. (2002). Environmental clubs at elementary schools. Retrieved from http://environment.uwaterloo.ca/research/watgreen/projects/library/w02environmentalclubs.pdf
   Google Scholar
• 4-H clubs. (2018). What is 4-H? Retrieved from http://4-h.org/about/what-is-4-h/
   Google Scholar
• Fox, W. (1990). Toward a transpersonal ecology: Developing new foundations for environmentalism. Boston, NJ: Shambhala Publications.
   Google Scholar
• Fox, W. (1995). Toward a transpersonal ecology: Developing new foundations for environmentalism. Devon, UK: Resurgence.
   Google Scholar
• Gagnon Thompson, S. C., & Barton, M. A. (1994). Ecocentric and anthropocentric attitudes toward the environment. Journal of Environmental Psychology, 14(2), 149–157.
   Web of Science ®Google Scholar
• Gammage, B. (2011). The biggest estate on earth. How Aborigines made Australia. Sydney, Australia: Allen and Unwin.
   Google Scholar
• Garner, R. (2015). Environmental politics, animal rights and ecological justice. In H. Kopnina & E. Shoreman-Ouimet (Eds.), Sustainability: Key issues (pp. 331–346). London, UK: Routledge.
   Google Scholar
• Gee, J. P. (1999). An introduction to critical discourse analysis. London, UK: Routledge.
   Google Scholar
• Gee, J. P. (2011). How to do discourse analysis: A toolkit. London, UK: Routledge.
   Google Scholar
• Gillham, B. (2000). The research interview. London, UK: Continuum.
   Google Scholar
• Glasser, H. (2004). Learning our way to a sustainable and desirable world: Ideas inspired by Arne Naess and deep ecology. In P. B. Corcoran & A. E. J. Wals (Eds.), Higher education and the challenge of sustainability: Problematics, promise, and practice (pp. 131–148). Dordrecht, Netherlands: Springer Netherlands.
   Google Scholar
• Goodall, J. (2015). Caring for people and valuing forests in Africa. In G. Wuerthner, E. Crist, & T. Butler (Eds.), Protecting the wild: Parks and wilderness, the foundation for conservation (pp. 21–26). Washington, DC: Island Press/Center for Resource Economics.
   Google Scholar
• Gorski, P. C. (2017). Critical ties: The animal rights awakening of a social justice educator. Retrieved from http://www.edchange.org/publications/animal-rights-social-justice.pdf
   Google Scholar
• Gough, A. (1994a). Fathoming the fathers in environmental education: A feminist poststructuralist analysis. (Unpublished doctoral dissertation). Faculty of Education, Deakin University, Geelong, Victoria, Australia. Retrieved from http://hdl.handle.net/10536/DRO/DU:30023356
   Google Scholar
• Gough, A., & Gough, N. (2016). The denaturation of environmental education: Exploring the role of ecotechnologies. Australian Journal of Environmental Education, 32(1), 30–41.
   Web of Science ®Google Scholar
• Gough, N. (1987). Learning with environments: Towards an ecological paradigm for education. In I. Robottom (Ed.), Environmental education: Practice and possibility (pp. 49–68). Geelong, Australia: Deakin University.
   Google Scholar
• Gough, N. (1994b). Imagining our relationships with nature (Revised and reprinted). Paper presented at Connections: A conference for the environment, the outdoors and camping: A joint conference of the Camping Association of Victoria, the Victorian Association for Environmental Education, and the Victorian Outdoor Education Association (May 25–27, 1990). Bendigo College of Advanced Education, Bendigo, Victoria. Retrieved from https://www.researchgate.net/publication/274375100_Imagining_our_relationships_with_nature
   Google Scholar
• Gough, N. (2015). Undoing anthropocentrism in educational inquiry: A Phildickian space odyssey? In N. Snaza & J. A. Weaver (Eds.), Posthumanism and educational research (pp. 151–166). New York, NY: Routledge.
   Google Scholar
• Gratani, M., Sutton, S. G., Butler, J. R. A., Bohensky, E. L., & Foale, S. (2016). Indigenous environmental values as human values. Cogent Social Sciences, 2(1), 1185811.
   Web of Science ®Google Scholar
• Green Schools Alliance. (2018). Home page. Retrieved from http://www.greenschoolsalliance.org/home
   Google Scholar
• Holmes, R. (2015). Environmental ethics for tomorrow: Sustaining the biosphere. In H. Kopnina & E. Shoreman-Ouimet (Eds.), Sustainability: Key issues (pp. 347–358). London, UK: Routledge.
   Google Scholar
• Hsieh, Y. C., Chiu, H. C., & Lin, C. C. (2006). Family communication and parental influence on children’s brand attitudes. Journal of Business Research, 59(10–11), 1079–1086.
   Web of Science ®Google Scholar
• Hultman, K., & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education, 23(5), 525–542.
   Google Scholar
• Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21.
   Google Scholar
• Imura, H. (2013). Operating our Spaceship Earth. In Environmental systems studies: A macroscope for understanding and operating spaceship earth (pp. 11–27). Tokyo, Japan: Springer.
   Google Scholar
• James, S. P. (2015). Environmental philosophy: An introduction. Oxford, UK: Wiley.
   Google Scholar
• Karpudewan, M., & Keong, C. (2013). Pro-environmental concern among primary school students. Jurnal Teknologi, 63(2), 1–6.
   Google Scholar
• Kopnina, H. (2012a). Education for sustainable development (ESD): The turn away from “environment” in environmental education? Environmental Education Research, 18(5), 699–717.
   Web of Science ®Google Scholar
• Kopnina, H. (2012b). The Lorax complex: Deep ecology, ecocentrism and exclusion. Journal of Integrative Environmental Sciences, 9(4), 235–254.
   Web of Science ®Google Scholar
• Kopnina, H. (2013a). Evaluating education for sustainable development (ESD): Using ecocentric and anthropocentric attitudes toward the sustainable development (EAATSD) scale. Environment, Development and Sustainability, 15(3), 607–623.
   Google Scholar
• Kopnina, H. (2013b). An exploratory case study of Dutch children’s attitudes toward consumption: Implications for environmental education. The Journal of Environmental Education, 44(2), 128–144.
   Web of Science ®Google Scholar
• Kopnina, H. (2014a). Education for sustainable development (ESD): Exploring anthropocentric–ecocentric values in children through vignettes. Studies in Educational Evaluation, 41(Suppl C), 124–132.
   Google Scholar
• Kopnina, H. (2014b). Revisiting education for sustainable sevelopment (ESD): Examining anthropocentric bias through the transition of environmental education to ESD. Sustainable Development, 22(2), 73–83.
   Web of Science ®Google Scholar
• Kopnina, H. (2016). Half the earth for people (or more)? Addressing ethical questions in conservation. Biological Conservation, 203(Suppl C), 176–185.
   Google Scholar
• Kopnina, H., & Cherniak, B. (2015). Cultivating a value for non-human interests through the convergence of animal welfare, animal rights, and deep ecology in environmental education. Education Sciences, 5(4), 363–379.
   Web of Science ®Google Scholar
• Kopnina, H., & Cocis, A. (2017). Environmental education: Reflecting on application of environmental attitudes measuring scale in higher education students. Education Sciences, 7(3), 69.
   Web of Science ®Google Scholar
• Kopnina, H., & Shoreman-Ouimet, E. (2015). Introduction. The emergence and development of sustainability. In H. Kopnina & E. Shoreman-Ouimet (Eds.), Sustainability: Key issues (pp. 3–24). London: Routledge.
   Google Scholar
• Krane, V., Andersen, M. B., & Strean, W. B. (1997). Issues of qualitative research methods and presentation. Journal of Sport & Exercise Psychology, 19(2), 213.
   Web of Science ®Google Scholar
• Leonard, L. (2011). Deep green theory. In J. Newman & P. Robbins (Eds.), Green ethics and philosophy: An a-to-z guide (pp. 105–108). Thousand Oaks, CA: Sage Reference.
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 1986(30), 73–84.
   Google Scholar
• Luke, T. W. (2010). Ephemeralization as environmentalism: Rereading R. Buckminster Fuller’s operating manual for spaceship earth. Organization & Environment, 23(3), 354–362.
   Web of Science ®Google Scholar
• Marino, G. (2004). Basic writings of existentialism (The Modern Library classics). New York, NY: Modern Library.
   Google Scholar
• Mathews, F. (1991). The ecological self. London, UK: Routledge.
   Google Scholar
• Mathews, F. (1995). Community and the ecological self. Environmental Politics, 4(4), 66–100.
   Google Scholar
• Mathews, F. (2014, September 27). Deep ecology: Where all things are connected. Controversy and Politics.
   Google Scholar
• Meijers, F., Lengelle, R., & Kopnina, H. (2016). Environmental identity and natural resources: A dialogical learning process. Resources, 5(1), 11.
   Google Scholar
• Merchant, C. (2005). Radical ecology: The search for a liveable world. New York, NY: Routledge.
   Google Scholar
• Merchant, C. (2016). Autonomous nature: Problems of prediction and control from ancient times to the scientific revolution. New York, NY: Routledge.
   Google Scholar
• Merriam, S. B. (2014). Qualitative research: A guide to design and implementation. Revised and expanded from qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miller, P. (2008a). Reliability. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 753–754). Thousand Oaks, CA: Sage.
   Google Scholar
• Miller, P. (2008b). Validity. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 909–910). Thousand Oaks, CA: Sage.
   Google Scholar
• Mishler, E. G. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60(4), 415–442.
   Web of Science ®Google Scholar
• Murphy, M. R., Cooper, T. J., Dora, M. A., & Rose, P. (2012). Impulsivity factors that predict compulsive buying. In M. A. Cyders (Ed.), Psychology of impulsivity (pp. 259–266). New York, NY: Nova Science.
   Google Scholar
• Naess, A. (1973). The shallow and the deep, long-range ecology movement. A summary. Inquiry, 16(1–4), 95–100.
   Web of Science ®Google Scholar
• Naess, A. (2005a). Deep ecology and lifestyle. In H. G. Glasser & A. Drengson (Eds.), The selected works of Arne Naess (Vol. 10, pp. 2366–2370). Dordrecht, Netherlands: Springer.
   Google Scholar
• Naess, A. (2005b). Self-Realization: An ecological approach to being in the world. In H. G. Glasser & A. Drengson (Eds.), The selected works of Arne Naess (Vol. 10, pp. 2781–2797). Dordrecht, Netherlands: Springer.
   Google Scholar
• Naess, A., & Rothenberg, D. (1989). Ecology, community and lifestyle. Outline of ecosophy. New York, NY: Cambridge University Press.
   Google Scholar
• National Environmental Education Foundation. (2018). NEEF: Our work. [Blog page]. Retrieved from https://www.neefusa.org/about-neef
   Google Scholar
• National Wildlife Federation. (2017). Schoolyard habitats. Retrieved from http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards.aspx
   Google Scholar
• Peterson, D. H. (2015). Spaceship Earth. Phi Kappa Phi Forum, 95(2), 16–18.
   Google Scholar
• Pointon, P. (2014). ‘The city snuffs out nature’: Young people’s conceptions of and relationship with nature. Environmental Education Research, 20(6), 776–794.
   Web of Science ®Google Scholar
• Randers, J. (2012). 2052: A global forecast for the next forty years. A 5,000-word summary. Retrieved from: http://www.2052.info/wp-content/uploads/2013/12/p121031-2052-5000-word-summary-Randers-memo-3.pdf
   Google Scholar
• Roberts, N. S. (2009). Impacts of the National Green Corps Program (Eco‐Clubs) on students in India and their participation in environmental education activities. Environmental Education Research, 15(4), 443–464.
   Web of Science ®Google Scholar
• Robertson, C. L., & Krugly–Smolska, E. (1997). Gaps between advocated practices and teaching realities in environmental education. Environmental Education Research, 3(3), 311–326.
   Google Scholar
• Rome, A. (2015). Sustainability: The launch of Spaceship Earth. Nature, 527(7579), 443–445.
   Google Scholar
• Rothenberg, D. (2010). The influence of Arne Naess. Wildproject: Journal of Environmental Studies, 8, 1–3.
   Google Scholar
• Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
   Google Scholar
• Salleh, A. (1992). The ecofeminism/deep ecology debate: A reply to patriarchal reason. Environmental Ethics, 14(3), 195–216.
   Web of Science ®Google Scholar
• Scientific American. (2008). How to start an environmental club at your school. Scientific American, 299(6).
   Google Scholar
• Seed, J. (2006). The ecological self. The Trumpeter Journal of Ecosophy, 22(2), 96–102.
   Google Scholar
• Sierra Club. (2018a). ICO: Inspiring connections outdoors. [Blog page]. Retrieved from http://content.sierraclub.org/outings/ico
   Google Scholar
• Sierra Club. (2018b). Sierra Club. Environmental education. [Blog page]. Retrieved from http://vault.sierraclub.org/education/websites.asp
   Google Scholar
• Sierra Club. (2018c). Sierra Club. Who we are? [Blog page]. Retrieved from http://www.sierraclub.org/about
   Google Scholar
• Sierra Student Coalition. (2018). Sierra Student Coalition: About us. [Blog page]. Retrieved from http://www.sierraclub.org/youth
   Google Scholar
• Smith, J. H. (1975). Bringing school grounds alive. Adelaide, South Australia: Wattle Park Teachers Centre.
   Google Scholar
• Smith, W., & Gough, A. (2015). Deep Ecology as a framework for student eco-philosophical thinking. Journal of Philosophy in Schools, 2(1), 38–55.
   Google Scholar
• Snyder, J., ed. (2008). R. Buckminster Fuller: Operating manual for Spaceship Earth. Baden, Switzerland: Lars Müller.
   Google Scholar
• Splitter, L. J. (2015). Identity and personhood: Confusions and clarifications across disciplines. Singapore: Springer.
   Google Scholar
• Spretnak, C., & Capra, F. (1986). Green politics. Santa Fe, NM: Bear and Co.
   Google Scholar
• Stebbins, R. (2017). Connecting with nature: A naturalist’s perspective. Arlington, VA: National Science Teachers Association Press.
   Google Scholar
• Tunbridge, D. (2008). Environment and nature: Australian Aboriginal people. In H. Selin (Ed.), Encyclopaedia of the history of science, technology, and medicine in non-western cultures (Vol. 1a–k, pp. 765–768). New York, NY: Springer-Verlag.
   Google Scholar
• UNESCO and UNEP. (2015). YouthXchange. Biodiversity and lifestyles guidebook (Report No. UNEP: 978-92-807-3331-0). Retrieved from http://unesdoc.unesco.org/images/0023/002338/233877e.pdf
   Google Scholar
• van Inwagen, P. (2015). Metaphysics. Boulder, CO: Westview Press.
   Google Scholar
• Wallace, D. P., & Van Fleet, C. (2012). Knowledge into action: Research and evaluation in library and information science. Santa Barbara, CA: Libraries Unlimited.
   Google Scholar
• Washington, H., Taylor, B., Kopnina, H., Cryer, P., & Picollo, J. J. (2017). Why ecocentrism is the key pathway to sustainability. The Ecological Citizen, 2017(1), 35–41.
   Google Scholar
• Watts, J. H. (2008). Integrity. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 440–442). Thousand Oaks, CA: Sage.
   Google Scholar
• Wilson, R. A. (1996). The development of the ecological self. Early Childhood Education Journal, 24(2), 121–123.
   Google Scholar
• Woods, M. (2011). Ecocentrism. Thousand Oaks, CA: Sage.
   Google Scholar
• Zimmerman, M. E. (1995). Feminism, deep ecology, and environmental ethics. In A. Drengson & Y. Inoue (Eds.), The deep ecology movement; An introductory anthology (pp. 169–197). Berkeley, CA: North Atlantic Books.
   Google Scholar
• Zsíka, Á., Szerényi, Z. M., Széchy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126–138.
   Web of Science ®Google Scholar