Wirkungsnachweis aus der Literatur
motivation for all participants to reflect on existing values and behaviour, both personally and on the country level
politische Kompetenzen und Partizipation
These experiences challengedtheGerman students’ existing values and beliefs, bringing to light how their own behaviour as well as country-level policies can influence the well-being of people around the world. Values came out strongly in the Ugandan data. One participant reflected on the importance of love in creating environmental change: "…because of the knowledge and love I developed in YLEC I’ve been able, whenever I’m having conversations, I talk about environment…I can’t leave the conversation with any friends before speaking at least about [something] small like this…I think if people are told how to love each other, I think everything can be developed." (UGD017)
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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