ACTION RESEARCH PROPOSAL NINA PAGTAKHAN An Assignment to Save the World (only less dramatic) INTRODUCTION Why is this

s research important? What is the major issue to be studied? What are the estimated results? Why? Environmental education has been a prominent topic in the Social Studies and Science curriculum for a long time. Students as young as the fourth grade have a general understanding of global warming, threats to various wildlife habitats and other issues that stand to jeopardize the planet. Yet, with this knowledge we have yet to see students more engaged in the subject or more committed to generating solutions. The sad fact ism, the more information they have, the more apathetic our students tend to be. There are several reasons for this. Firstly, theyve heard it all before. Theyve been hearing it since they were in 4th grade or even younger that the environment is in danger and we must do something to protect it. Now they are 17 and the story is the same, just supported by scientific vocabulary and harsher realities. The story is more grandiose and it sounds hopeless. Even if educators tried to narrow down the curricular focus to one environmental issue per curricular year, the policies and behaviours needed to reverse or solve the problem can come across as both frightening and daunting. We and they become crippled and confused as to what to do first. Instead our students come to accept that Armageddon is coming someday, for some generation, and hopefully not for theirs. No, not actually their generation because they hold the belief that technology will adequately restore what we have dismantled (Orr, 1991). As a result, that same education reinforces their sense of entitlement over the resources of this planet. Anyone who believes otherwise gets dismissed as a left-wing extremist who likely doesnt shower and lives in a commune. As such, environmental responsibility gets reduced to a mere 21st century ideology which people can choose to adopt or not, just like we choose our religion, political system and the like. The problem is, unlike the other choices we have, the world might not survive the consequences. The major issue to be studied in this action research project is student apathy over environmental issues. I hope to 1) identify and address its origins and give it a name other than the umbrella term of apathy because I think it actually goes deeper than this. 2) approach the subject matter of EE (Environmental Education) through the Experiential Learning Cycle that involves giving students direct experiences, an opportunity for critical reflection, conceptualization and negotiation of EE issues (Environmental Learning & Experience Curriculum Maps, p.8) so as to re-establish their relationship with the earth.

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I estimate that I will actually be able to name and identify the roots of their apathy and that I might even uncover something more surprising about their views on EE. (I just seriously hope its not something too frightening like, complete despair). But I dont expect to see huge behavioural shifts given the scale of this AR project, the length of time I will be their teacher, and so on. But I do expect them to see curricular topics from an EE lens where previously in Social Studies 11 the focus has been on examining the world from a political, economic or social issues stand point. This might look like deeper discussions on environmental issues similar to the ones we have about international diplomacy or Canada-US relations. Those topics light a fire in them; they engage and discuss at length needing little prompts. My hope is to have this occur just once on at least a single matter of the environment. Usually, Human Geography is a unit covered in isolation from other units but because EE will be integrated into each topic, I hope my students see the increased relevance of it as a subject area as well as a develop a greater sense of environmental responsibility. LITERATURE REVIEW What do other scientists say about the problem you are going to analyze? What relevant literature may be reviewed in the course of research? What is so important about the chosen sources?

In a convocation speech entitled, What is education for? David Orr (1996) states that all education is environmental education. But before he substantiates this he identifies 6 myths in education that work to disconnect students from the environment and from behaving responsibly. The 6 myths are: 1) ignorance is a solvable problem. Ignorance is not a solvable problem, but rather an inescapable part of the human condition 2) with enough knowledge and technology we can manage planet Earth 3) that knowledge is increasing and by implication human goodness 4) we can adequately restore that which we have dismantled 5) the purpose of education is that of giving you the means for upward mobility and success. 6) our culture represents the pinnacle of human achievement (Orr, 1996) Modern education described in this manner explains much of the disengagement of youth. But there are others like Chet Bowers who write about how deeply entrenched institutions are in existing pedagogical practices that changing youth mindsets are only a small part of the puzzle. Among other searches I have come across is Sean Blenkinsop who writes about practical classroom strategies to reconnect our students to the communities they live in. In doing so, his students develop a sense of loyalty and responsibility for the natural world around them. The literature search is on-going and the list thus far is found on the last page of this proposal.

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METHODOLOGY What innovative approach are you going to apply for your investigation? What kind of methods will be used in the work?

The methodology is largely the result of the kind of course I teach and the demographic I teach to. Social Studies 11 is a survey course with a ministry exam attached to it in June. Although the exam is only worth 20% of the year, it is deemed a valuable indicator of students knowledge acquisition by parents and administrators of this West Vancouver private school. That being said, the dissemination of that knowledge happens quickly despite the fact that the course covers very complex domestic and international issues from 1914 to present day. Where History 12 might allot 1 month for WWI, Socials 11 may limit it to 2 weeks. And where History 12 might focus on WWI from a European perspective, Socials 11 will do both the European and Canadian (and yes, in the same two weeks). For these reasons my AR project does not have a complete Environmental Issues focus. Not only is there a time crunch associated with the course, it is mostly a political issues, Canadian and European history course. Human Geography consists of 1/3 of the exam but that unit is normally taught in isolation, usually after the 20th century history and government components are complete. The research design involves infusing EE topics within the regular curriculum. Students will not only learn about the war in Afghanistan from an ideological standpoint but also from the view of its environmental impacts. Those class discussions will be thoughtfully probed and recorded. (Please see research design for the actual list of questions students will be asked.) But before these discussions occur students will participate in an initial survey which aims to identify their level of environmental engagement. This will be done to establish a baseline of what their attitude was before the AR study began in order to make comparisons later. Along with classroom discussions and interviews with students, students will be given a journaling prompt on Fridays (the summation of the weeks lessons) which will ask them to reflect on some aspect of the curricular topic, only within an EE lens. Prompts may take the form of images, vignettes or news articles of human impacts on the natural environment. Outside of the classroom, I also aim to observe students environmentally responsible behavior in the cafeteria and around the school to determine if the attitude they possess in the classroom plays out the same or differently elsewhere. Again, please see my Research Design & Timeline page for more detail. RESULTS What do you expect to get from the work done? How can this investigation be continued/developed?

What do I expect to find in 6 weeks? As a teacher of this course for about 10 years, I hope to gain new insights into my practice of teaching EE. Integrating the environment into every curricular topic is going to be a challenge because in previous years the subject was saved for the end of the year. In addition to this, my knowledge of environmental issues is limited to the global warming, ozone layer depletion, deforestation and non-renewable resource

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consumption in a general sense. I know little of specific environmental issues in the regions we cover for the course (i.e. Somalia, the Middle East, Rwanda & Yugoslavia). So this will require some research on my end and fast. In terms of practice, when I ask students to analyze an issue or policy I usually steer them to describe it in terms of the social, political, and/or the economic. Therefore it must begin with me and my questioning to include the environment so that my students will follow. Just as I have an arsenal of worksheets and newspaper clippings of political events, I would expect my collection of EE resources to match that if I am to see a change in my students attitudes. CONCLUSION Is it really necessary to conduct this research? Are you satisfied with this plan of work? What are your requests?

As with all action research, it is on-going and changing while it elevates some kind of understanding we did not previously have. So far I am confident with this research design but I am certain new questions will develop and I will have to incorporate something different into the plan. My only real requests for now are for the support and insight of my Critical Friends and the continued trust and participation from my students.

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References

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Blenkinsop, S. (2006). Seeds of green: My own arctic Copper/Mine. Canadian Journal of Environmental Education, 11(1), 157-165. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ881800&site=ehost-live; http://cjee.lakeheadu.ca/index.php/cjee/article/view/511

Blenkinsop, S., & Judson, G. (2010). Storying environmental education. Canadian Journal of Environmental Education, 15, 170-184. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ942821&site=ehost-live; http://cjee.lakeheadu.ca/index.php/cjee/article/view/800

Bowers, C. A. (1991). An open letter to maxine greene on "the problem of freedom in an era of ecological interdependence.". Educational Theory, 41(3), 325-30. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ435057&site=ehost-live

Bowers, C. A. (1998). A cultural approach to environmental education: Putting michael sanera's ideology into perspective. Canadian Journal of Environmental Education, 3, 57.

Bowers, C. A. (2004). Revitalizing the commons or an individualized approach to planetary citizenship: The choice before us. Educational Studies Journal of the American Educational Studies Assoc, 36(1), 45-58. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ682868&site=ehost-live; http://www.leaonline.com

Bowers, C. A. (2008). More than being green: A response to mike mueller's review of "transforming environmental education: Making the cultural and environmental commons the focus of educational reform". Educational Studies: Journal of the American Educational Studies Association, 44(3), 301306. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ820047&site=ehost-live; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/00131940802511534

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Clarke, P. (2009). Sustainability and improvement: A problem "of" education and "for" education. Improving Schools, 12(1), 11-17. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ832607&site=ehost-live; http://dx.doi.org/10.1177/1365480208100242

Fleischer, S. (2011). Emerging beliefs frustrate ecological literacy and meaning-making for students. Cultural Studies of Science Education, 6(1), 235-241. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ916732&site=ehost-live; http://dx.doi.org/10.1007/s11422-010-9286-2

Johnston, J. (2007). Outdoor education and environmental (make that nature) learning. Pathways: The Ontario Journal of Outdoor Education, 19(4), 4-7. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ899640&site=ehost-live

Judson, G. (2010). A new approach to ecological education: Engaging students' imaginations in their world. New York: Peter Lang Publishing Inc.

McKenzie, M., & Blenkinsop, S. (2006). An ethic of care and educational practice. Journal of Adventure Education and Outdoor Learning, 6(2), 91-105. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ831251&site=ehost-live; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/14729670685200781

Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. SUNY series in constructive postmodern thought Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED377036&site=ehost-live

Resources for rethinking. (2011). Retrieved February 3, 2012, from http://r4r.ca/en/resource/historyorigins

Wojtowicz, G. G. (1995). Health and environmental protection: A survey of student attitudes Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED386447&site=ehost-live

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Young, K. (April 23, 2010). Environmental attitudes survey 2010. Retrieved February 3, 2012, from http://www.slideshare.net/flattail/environmental-attitudes-survey-2010