Action learning projects are quality embodied, experiential, action orientated pedagogy. For more information about Action Learning (similar in approach to action research) see http://en.wikipedia.org/wiki/Action_learning and http://en.wikipedia.org/wiki/Action_research
Working with environmental and social issues is important work. Some readings that might support deeper understanding and have been referenced throughout this material include:
- Lousley, C. (1999). (De)politicizing the Environment Club Environmental Education Research, 5(3) 293 - 304
- Clarke, P. (2005). Teaching Controversial Issues: A four-step classroom strategy for clear thinking on controversial issues. Retrieved on 7th July 2010 from http://bctf.ca/GlobalEd/TeachingResources/ClarkePat/TeachingControversialIssues.html
- Perry, J. (2004) Twenty Leaded Rules to Make Sure Your Project Sinks! p 227-228 Green Teacher: The Middle Years. New Society Publishers, Gabriola Island.
- Payne, P. (1997). Embodiment and Environmental Education. Environmental Education Research, 3(2), 133-153
Working in groups develops community and social skills. See article about Social Learning
Wals, A. , Krasny, M. and Hart, P. , 2007-11-13 "Research Panel on Social Learning and Environmental Education" Paper presented at the annual meeting of the North American Association For Environmental Education, Virginia Beach Convention Center, Virginia Beach, Virginia Online 2010-06-07 from http://www.allacademic.com/meta/p186905_index.html
Through this project students/participants will learn:
- about yourself, and your local environment;
- about Action Learning and how it helps you and others achieve social/cultural change;
- how to work as part of a group, be in community, and work together to achieve a goal;
- important skills so that you can take action and encourage others to take action too; and
- how to effectively communicate your actions!