title: Self-construals and environmental values in 55 cultures

authors: Duff, Hamish

subjects: self-construal

abstract: Environmentalism is influenced by views of the self. In past research, individuals who saw themselves as more interdependently connected to others expressed greater environmental concern than those who saw themselves as more independent from others. Yet, cross-cultural evidence is limited. In this pre-registered study, we tested how seven ways of being interdependent or independent correlated with environmental values among 7279 members of 55 cultural groups from 33 nations. Consistent with our predictions, environmental values were strongly associated with several forms of interdependent self-construal, supporting parallels between self–other and self–nature relations. Specifically, two interdependent forms of self-construal showed consistent cross-cultural correlations: those who saw themselves as more connected to others and those who emphasized commitment to others above self-interest were more likely to endorse the value of looking after the environment. Extending previous conceptions, one way of being independent correlated reliably with environmentalism: those who saw themselves as consistent across contexts were also more likely to endorse environmental values. Multilevel moderation analysis indicated that commitment to others had stronger correlations with environmental values in nations with greater environmental performance and national development. We conclude that improving social connectedness and cohesion, alongside the protection of natural ecosystems, may be imperative for tackling the global climate crisis.

text: Self-construals and environmental values in 55 cultures Environmentalism is influenced by views of the self. In past research, individuals who saw themselves as more interdependently connected to others expressed greater environmental concern than those who saw themselves as more independent from others. Yet, cross-cultural evidence is limited. In this pre-registered study, we tested how seven ways of being interdependent or independent correlated with environmental values among 7279 members of 55 cultural groups from 33 nations. Consistent with our predictions, environmental values were strongly associated with several forms of interdependent self-construal, supporting parallels between self–other and self–nature relations. Specifically, two interdependent forms of self-construal showed consistent cross-cultural correlations: those who saw themselves as more connected to others and those who emphasized commitment to others above self-interest were more likely to endorse the value of looking after the environment. Extending previous conceptions, one way of being independent correlated reliably with environmentalism: those who saw themselves as consistent across contexts were also more likely to endorse environmental values. Multilevel moderation analysis indicated that commitment to others had stronger correlations with environmental values in nations with greater environmental performance and national development. We conclude that improving social connectedness and cohesion, alongside the protection of natural ecosystems, may be imperative for tackling the global climate crisis.

year: 2022-02

title: Quality early childhood education for under-two-year-olds: What should it look like? A literature review

authors: Dalli, Carmen

subjects: early childhood education

abstract: Recent years have seen increasing participation of under-two-year-olds in early childhood education. This literature review draws together relevant research evidence to better understand what quality early childhood education for children under-two-years of age should look like.
The results of this literature review provide strong incentives for policy-makers to maintain optimum ratios of adults to infants, ongoing training including in the specialist area of infant pedagogy, and environments which facilitate low levels of stress. Research shows these variables to be of particular importance in the education and care of infants under two years of age for two key reasons. Firstly, with responsibility for a smaller number of infants, and ongoing training that keeps abreast of specialised knowledge and skills, adults are more likely to be attuned to very young children. Secondly, attuned adults and quality environments are now understood to have a marked impact on the development and learning of infants. Some of these impacts are felt immediately whilst others emerge in adolescence; all have long term implications for individuals and society. The evidence demonstrates that quality early childhood education at this very early age has lasting benefits for infants and their families – especially those from disadvantaged sectors – and for society. The high quality education and care of infants therefore constitutes a key investment in the future of Aotearoa New Zealand.

text: Quality early childhood education for under-two-year-olds: What should it look like? A literature review Recent years have seen increasing participation of under-two-year-olds in early childhood education. This literature review draws together relevant research evidence to better understand what quality early childhood education for children under-two-years of age should look like.
The results of this literature review provide strong incentives for policy-makers to maintain optimum ratios of adults to infants, ongoing training including in the specialist area of infant pedagogy, and environments which facilitate low levels of stress. Research shows these variables to be of particular importance in the education and care of infants under two years of age for two key reasons. Firstly, with responsibility for a smaller number of infants, and ongoing training that keeps abreast of specialised knowledge and skills, adults are more likely to be attuned to very young children. Secondly, attuned adults and quality environments are now understood to have a marked impact on the development and learning of infants. Some of these impacts are felt immediately whilst others emerge in adolescence; all have long term implications for individuals and society. The evidence demonstrates that quality early childhood education at this very early age has lasting benefits for infants and their families – especially those from disadvantaged sectors – and for society. The high quality education and care of infants therefore constitutes a key investment in the future of Aotearoa New Zealand.

year: 2011-03

title: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts

authors: Eames, Chris W.

subjects: Critical approaches

abstract: This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

text: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

year: 2018