Journal
ENVIRONMENTAL MANAGEMENT
Volume 38, Issue 3, Pages 426-434Publisher
SPRINGER
DOI: 10.1007/s00267-005-0205-3
Keywords
social learning; sense of place; primal landscape; environmental education; environmental policy; NVivo
Categories
Ask authors/readers for more resources
The way we learn about our environments-be they farms, forests, or tribal lands-has implications for the formulation of environmental policy, This article presents the findings of how residents learned about their environments in two rural case studies conducted in northern Queensland and relates these to the concept of primal landscapes, which is concerned with the interaction that occurs between children and the environments in which they mature. Rather than focusing specifically on built environments or natural environments, the article draws on an approach that conceptualizes environment as meaning-laden places in which we live and work, which integrate social, cultural, biological, physical, and economic dimensions. In drawing insights for environmental policy, the article draws attention to the timing of policy interventions, the significance of experiential environmental education, the potential to learn from place-based festivals, and the importance of learning from extreme events such as fires and floods.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available