Wirkungsnachweis aus der Literatur
limited gain of environmental knowledge for German participants due to high preexisting knowledge
Erwerb von fach- und bereichsspezifischen Kompetenzen
German participants reported that their existing levels of environmental knowledge and exposure to related topics in school and society limited the impact of the information imparted through the YLEC materials: “The hard facts are clear and a few details came in [from YLEC]” (GER06). Interpretation of the data suggests that these participants entered YLEC already sensitised to and knowledgeable about the relevant issues because of exposure to existing public discourse about environmental issues.
Beschreibung der Aktivität
Youth Leading Environmental Change (YLEC) education programme
YLEC is a multi-national education programme that engages university students in learning and action related to environmental issues, particularly environmental justice. Beginning in 2011, YLEC used a collaborative process (see Hickman and Riemer 2016) involving partners from six countries (i.e. Bangladesh, Canada, Germany, India, Uganda, and the U.S.A.) to design the pedagogical approach and content of a 11-unit workshop series. [...] The six countries involved in YLEC were selected purposefully to roughly represent two types of experience with climate change, the first being economically developing countries that face many direct impacts of climate change (i.e. Bangladesh, India, and Uganda), and the second being economically “developed” countries that significantly contribute to climate change without facing many direct impacts (i.e. Canada, Germany, and the U.S.A.).
international
Germany: 8 students Uganda: 36 students
university-aged youth
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
In this paper, we focus on the qualitative data collected from interviews conducted with participants approximately three months after the conclusion of the programme. The same interview guide was used in both Germany and Uganda, although adjustments were naturally made to suit the particulars of each setting.
Germany: 6 students (2 women and 4 men) Uganda: 24 students (40% women)
International
Journal-Artikel
Dittmer, Livia/ Mugagga, Frank& Metternich, Alexander/ Schweizer-Ries, Petra/ Asiimwe, George/ Riemer, Manuel (2018): “We can keep the fire burning”: building action competence through environmental justice education in Uganda and Germany. Local Environment. Vol. 23, No. 2, 144-157. https://doi.org/10.1080/13549839.2017.1391188
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