000			02096nam a22002057a 4500
005			20240409072505.0
008			240409b |||||||| |||| 00| 0 eng d
022			_a0095-8964
100			_aSchneller, Andrew Jon
245			_aTransformative ecojustice pedagogies _b: Outcomes of sociology students mentoring high school service learners (Journal Article)
260			_aPhiladelphia, PA _b:Taylor & Francis Group _c,2023
300			_a412-426p.
440			_aThe Journal of Environmental Education _vVolume 54: Numbers 4-6, 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: This case study investigated the transformative learning outcomes for undergraduate students enrolled in two sociology courses taught by The State University of New York at Albany, at an urban ecoliteracy environmental justice center. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, and focus groups with university student, high school, and community stakeholders. In the short-term, sociology students exhibited an increased interest in civic engagement, an heightened awareness of community and environmental issues, and committed to adopting pro-environmental behaviors. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the fields of urban environmental education and environmental sociology that advocate for a better understanding of the outcomes of programs that facilitate youth mentoring and experiential ecojustice pedagogies that emphasize social justice development, issues of power and justice, and the enhancement of civic engagement, action competencies, and critical consciousness.
650			_aenvironmental justice | civic engagement| ecojustice pedagogy| place-based learning| youth mentoring
700			_aLacy, Griffin | Kellogg, Scott | Pettigrew, Stacy M. | Denny, Cait | Bardin, Isaac
856			_uhttps://doi.org/10.1080/00958964.2023.2249419
942			_cPER
999			_c45615 _d45614