Shifting from Action to Essence: Fostering Pro-environmental Motivations through Urban Farming Initiatives in Schools
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A key mandate of environmental education (EE) is seeding pro-environmental actions in society, so that humanity can move to a sustainable future (Wals, 2007, 2011). However, dominant models of EE seek to provide students just information on the environment, with the assumption that this information will lead to pro-environmental actions (PEAs) and motivation (Hungerford & Volk, 1990; Hannigan, 1995). This information-based approach stems from the early association of EE with Science Education and influential theories of cognition that view the mind as an information- processor. Further, dominant forms of EE tend to focus on individual actions in private spaces (such as using water wisely, segregating waste etc.) (Shimray, 2016) - rather than community initiatives (Krasny & Tidball, 2010) - and this has limited the development of interventions that focus on collective action to support the environment. In contrast to mainstream EE's failure to promote PEA in a collective manner, initiatives based on community-based practices have been successful in seeding and sustaining pro-environmental actions.
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