Wirkungsnachweis aus der Literatur
improved understanding of the value of involving community members in triggering environmental changes
gesellschaftliche Partizipation
Ugandan students also emphasised how YLEC had contributed to their understanding of the value of involving community members in changes that might impact their lives: "…[C]ommunity awareness and involvement has been so much neglected…[If] you want to start a forestation/ reforestation [or] you want to try to conserve the wetlands and you [do] not involve the community who are in those areas I think it won’t work out. Basically if they are involved the community themselves will take the role of maintaining some or most of these activities…if you impose something onto the community…I don’t think it works." (UGD012) This awareness of the role of the community shows both the students’ ability to identify needs and opportunities in their local context and their understanding of the challenges of long-term, transformative environmental change, beyond the individual level.
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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