Analysing the state of student participation in two Eco-Schools using Engeström's Second Generation Activity Systems Model

This research investigates the state of student participation in the Eco-Schools programme in two selected secondary schools located in Spain and the Netherlands. The focus is on understanding the levers of student participation and of the factors leading to a whole-school approach. Engeström's...

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Bibliographic Details
Published in:Environmental education research 2020-08, Vol.26 (8), p.1088-1111
Main Authors: Schröder, Laura-Marie U., Wals, Arjen E. J., van Koppen, C. S. A. (Kris)
Format: Article
Language:English
Subjects:
Cultural Differences
Cultural-Historical-Activity-Theory (CHAT)
Eco-Schools programme
Education for Sustainable Development (ESD)
Educational Environment
Environmental education
Foreign Countries
Holistic Approach
Schools
Secondary School Students
Student Participation
Student Role
student-led change
Students
Sustainable Development
Teacher Guidance
Teachers
Teaching Methods
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Summary:This research investigates the state of student participation in the Eco-Schools programme in two selected secondary schools located in Spain and the Netherlands. The focus is on understanding the levers of student participation and of the factors leading to a whole-school approach. Engeström's Second Generation Activity Systems Model is used as an analytical framework. The study also reflects on the merits and shortcomings of this framework. The analysis of the two cases revealed contradictions in the intended effect of the Eco-School programme on fostering student-led change towards sustainability and a whole-school approach. The research suggests that student participation in Eco-School programme can be fostered by using an activity-based 'whole institution' approach that interlinks a reflective and action-based procedure, by adapting the students' learning environment according to their needs and capabilities, by providing for close teacher guidance in Eco-School activities and establishing good student-teacher-relationships, and, finally, by incorporating the Eco-School programme into the school's overall educational framework.
ISSN:1350-4622
1469-5871
DOI:10.1080/13504622.2020.1779186