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Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Directorate-General for Education and Culture, Education, Audiovisual and Culture Executive Agency (EACEA) for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. ; Nationally, the term 'responsible citizenship' is understood as a 'status' and a 'role'. As a social status, citizenship implies being a member of Maltese society, in which citizens are entitled to share equal rights and responsibilities. Entitlement brings with it a sense of loyalty to one's country. Citizenship as a status is guaranteed by the constitution of the Republic of Malta Article 23(1) and (2). Understood as a role, citizenship involves social identity as an expression of social life in the political community which endows individual citizens with the practice of fundamental (civil) rights and functional (political and social) rights. Articles 33 to 48 in the Maltese constitution provide the safeguarding framework for these rights. The relevant term for citizenship in Maltese language is cittadinanza inasmuch as it refers to citizenship as a status, and hajja civika or tkun cittadin responsabbli in terms of citizenship roles and functions. Change and development in contemporary society, marked particularly by the process of cultural interdependence and globalisation, are extending the notion of citizenship. Citizenship is no longer defined in its former national or territorial sense. Contemporary Maltese society is grappling with such a complex notion. Following developments in Europe, the teaching and learning process in the Maltese educational system is adopting a European and global identity of citizenship in view of an expanding multicultural context in Europe and the world. While acknowledging the importance of political citizenship based on knowledge of rights and political institutions, the position in Malta is to promote active and participatory citizenship among Maltese students ; N/A

This Open Access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship.

Teaching and assessment in Environmental Education (EE) is rather complex because it needs to address the learners' ability to ask questions, solve problems, and develop positive values. Portfolio assessment is a holistic way to evaluate the growth and development of skills and values in EE by providing a cumulative record of work carried out by students in a variety of contexts and allowing students to reflect on the process of how their views and values change. The main aim of this paper was to discuss the process of the development and implementation of a European Portfolio for Environmental Education by TEPEE (Towards a European Portfolio for Environmental Education) Network, within seven European countries. The paper narrates the development and implementation of EPEE through the eyes of the TEPEE scientific committee coming from the seven partner countries. Their views about the advantages and disadvantages of the use of portfolios within the context of EE were collected by means of questionnaires using open-ended questions. The results of the study suggest that the main advantage of using portfolio assessment is that it provides a holistic picture of the learning and growth of students in different contexts and situations. The major asset was the enthusiasm and motivation it raised among the teachers using it. The major difficulty was trying to change the assessment culture of teachers who were used to more traditional forms of assessment. ; peer-reviewed

With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers' joint commitments to postcritical ethnography, which consider issues associated with positionality, reflexivity, objectivity, and representation. The first interview study engaged teachers who graduated from a traditional teacher education program, as well as two participants with a more specialized urban focus. Interview questions asked teachers to describe their implementation of culturally relevant pedagogy in their classrooms and how prepared they were to do so. The second study addressed the experiences of TFA alumni as they matriculated through the program, with special emphasis being paid to the support that each corps member received during and immediately following their tenure.

The aim of this report was to uncover the current situation of Environmental Citizenship education in Lithuania. Qualitative data was gathered from six experts working on diverse areas of Environmental Citizenship education in the country. Data were gathered from educators (working in primary and secondary levels of education), decision-makers from NGOs and governmental organisations, and from a researcher working in the field of Environmental Citizenship education. Qualitative analysis revealed that although there are grounds to be optimistic for Environmental Citizenship education in Lithuania and the experts who participated in the survey see positive and promising trends, there is much work to be done to make it education more structured, formalised and prevalent in all levels of education in Lithuania.

The aim of this report was to uncover the current situation of Environmental Citizenship education in Lithuania. Qualitative data was gathered from six experts working on diverse areas of Environmental Citizenship education in the country. Data were gathered from educators (working in primary and secondary levels of education), decision-makers from NGOs and governmental organisations, and from a researcher working in the field of Environmental Citizenship education. Qualitative analysis revealed that although there are grounds to be optimistic for Environmental Citizenship education in Lithuania and the experts who participated in the survey see positive and promising trends, there is much work to be done to make it education more structured, formalised and prevalent in all levels of education in Lithuania.

Preliminary Material /Edgar González-Gaudiano and Michael A. Peters -- Introduction /Michael A. Peters and Edgar González-Gaudiano -- Solar ethics: A new paradigm for environmental ethics? /Michael A. Peters and Ruyu Hung -- Ontological/epistemological pluralism within complex contested EE/ESD landscapes: Beyond politics and mirrors /Paul Hart -- Narrated lives: Contributions from an interpretative perspective for understanding the formation of an ecological self /Isabel Cristina de Moura Carvalho -- What does environmentally educated citizenship mean? /Edgar González-Gaudiano -- Should environmental education trust politics more than science? /Guillermo Foladori -- Ecojustice learning /Alberto Arenas -- Formation and identity of environmental educators /Adilson Januário da Silva and Marcos Reigota -- Environmental educational research in Latin America and the Caribbean /Alicia de Alba -- Qualitative environmental research, a look at the sustainability world: advances, opportunities and alternative indicators systems /José Gutiérrez Pérez -- Toward a new environmental contract in education /Jorge Rivas Diaz -- Globalization, resistance and resilience: Issues for environmental education /Lucie Sauvé -- The educational-recreational use of protected areas as a means of sustainability /María Muñoz and Javier Benayas -- 'After Neoliberalism': Environmental education to education for sustainability /Ruth Irwin -- What's in a name? Environmental education and Education for sustainable development as slogans /Coral Campbell and Ian Robottom -- Towards a language of probability for sustainability education in (South) Africa /Lesley Le Grange -- Popular education and environmental education in Latin America: Converging paths and aspirations /Haydée Torres de Oliveira -- Cochabamba and Colorado Conjoined: place-based education for a global perspective of environmental issues /Nicole Lamers -- The combination of environmental education and sustainable development for community programs: a case study by IPÊ in Brazil /Suzana Machado Padua -- Notes on Contributors /Edgar González-Gaudiano and Michael A. Peters.

This open access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship. ; info:eu-repo/semantics/publishedVersion

Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE). Recognizing that the field of GCE is often explored and conceptualized by educators and academics in silos, this book confronts this issue by focusing on how schools, educators, and researchers can together support the enactment of GCE in international and national settings. In doing so, issues of westernization, inequality, access, and divergence between GCE policy and practical implementation can be overcome. The novel dialogical format links together theory, practice, and lived experience to create discourses between voices that are rarely connected. Ultimately, this volume offers important insights for those aiming to make equitable GCE a reality in schools worldwide and illustrates the value of collaborative dialogic exchange. This text will benefit scholars, academics, and students in the fields of international and comparative education, the sociology of education, and citizenship more broadly. Those involved with multicultural education policy and citizenship in the context of political sociology and social policy will also benefit from this volume.

It is imperative to integrate environmental education into school curriculum, which requires an educational change nationally. The implementation of such change can be chaotic in the beginning and thus demands highly the collaborative work of all involved actors. This study analyses how important out-of-school environmental education entities can be in helping all the main influencing factors and actors during the change s implementation. Arguments on this topic by the environmental education experts from Finland and the Netherlands are analyzed in the light of the conceptual background of both environmental education and impacting factors of an educational change. Out-of-school environmental education entities can be helpful in integrating environmental education into school subject by primarily demonstrating its need, clarity, complexity, quality and practicality; inspiring and training the teachers and principals how and what to teach, and networking with all other relevant factors such as principal, parents and local government. The co-existence of out-of-school and in-school environmental education will be strengthening each other and making environmental education more efficient.