Environmental Identity Development Through Social Interactions, Action, and Recognition

Stapleton Sarah Riggs

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Environmental Identity Development Through Social Interactions, Action, and Recognition

机译：通过社会互动，行动和认可发展环境身份

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摘要

This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.

机译：本文使用社会文化认同理论来探索实践，行动和认可如何促进环境认同的发展。识别，一种以前在环境身份文献中未曾探索过的构造，将被特别研究。该研究基于一群不同的青少年，他们前往南亚参加了一项关注气候变化影响的全球教育计划。运用Kempton和Holland（2003）的环境身份模型来发现不同类型的社会互动促进了不同类型的身份发展。与受气候变化影响的人们的互动帮助参与者迈向显着性，而与同伴的互动则帮助青年开展环境行动。另一个发现是社会互动中多样性对塑造环境认同的重要性。

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来源
《The journal of environmental education》 |2015年第2期|94-113|共20页
作者
Stapleton Sarah Riggs;
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作者单位

Michigan State Univ, E Lansing, MI 48824 USA;

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原文格式 PDF
正文语种 eng
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关键词
global education; qualitative; environmental identity; diversity; high school;

机译：全球教育;质性;环境特征;多样性;高中;

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Environmental Identity Development Through Social Interactions, Action, and Recognition

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