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EcoJustice, Citizen Science and Youth Activism pp 39–61Cite as

Provoking EcoJustice—Taking Citizen Science and Youth Activism Beyond the School Curriculum

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Part of the book series: Environmental Discourses in Science Education ((EDSE,volume 1))

Abstract

In this three-part chapter, the authors draw on their own educational experiences to exemplify how ecojustice, citizen science, and youth activism come together to be enacted in three different (but interconnected) settings: a youth expedition to the Arctic (Part I), a class of elementary student teachers working on a media project in collaboration with a local aboriginal community (Part II), and a lesson on the social aspects of “genetic disorders” with a class of high school biology student teachers (Part III). Adopting a broader definition of education (in opposition to schooling) across all sections, we seek to illustrate ways in which teachers, students, and community members can collaboratively expand the implications of science education for promoting a society that is more socio-environmentally sound.

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Author information

Authors and Affiliations

  1. Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, ON, K1N 6N5, Canada

    Giuliano Reis, Nicholas Ng-A-Fook & Lisa Glithero

  2. 12 ch Fosbery, Chelsea, QC, J9B 2G6, Canada

    Lisa Glithero

Authors
  1. Giuliano Reis
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  2. Nicholas Ng-A-Fook
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  3. Lisa Glithero
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Corresponding author

Correspondence to Giuliano Reis .

Editor information

Editors and Affiliations

  1. College of Education, University of Alaska Anchorage, Anchorage, Alaska, USA

    Michael P. Mueller

  2. Mathematics and Science Education, University of Georgia, Athens, Georgia, USA

    Deborah J. Tippins

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Reis, G., Ng-A-Fook, N., Glithero, L. (2015). Provoking EcoJustice—Taking Citizen Science and Youth Activism Beyond the School Curriculum. In: Mueller, M., Tippins, D. (eds) EcoJustice, Citizen Science and Youth Activism. Environmental Discourses in Science Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-11608-2_4

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