Exploring Global Citizenship Learning and Ecological Behaviour Change through Extracurricular Activities

Autor/in	Idrissi, Hajar
Titel	Exploring Global Citizenship Learning and Ecological Behaviour Change through Extracurricular Activities
Quelle	In: International Journal of Lifelong Education, 39 (2020) 3, S.272-290 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Idrissi, Hajar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2020.1778805
Schlagwörter	Foreign Countries; Citizenship Education; Behavior Change; Extracurricular Activities; Program Effectiveness; Middle School Students; Consciousness Raising; Private Schools; Early Adolescents; Sustainable Development; Conservation (Environment); Ecological Factors; Social Responsibility; Global Approach; Interpersonal Competence; Problem Solving; Transformative Learning; Morocco + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Außerunterrichtliche Aktivität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bewusstseinsbildung; Private school; Privatschule; Nachhaltige Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologischer Ansatz; Soziale Verantwortung; Globales Denken; Interpersonale Kompetenz; Problemlösen; Pädagogische Transformation; Marokko
Abstract	This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled 'The Friends of Nature' that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01