Based on the literature review Dr. Marouli argues that worldviews of marginalized people have been underrepresented in EE and that “our understanding of environmental issues and the proposed solutions are culturally limited to and by the perceptions of the dominant group.” Dr. Marouli suggests that exposure to and respect of cultural diversity, environmental justice, a constructivist pedagogy, and community involvement are significant components of multicultural environmental education. She conducted 14 interviews with educators in non-profit organizations organizing EE about their perspectives and practice. Most of their programs focus on the urban environment in multicultural contexts in the US and Canada. Education approaches in these organizations greatly vary from activities promoting people of color into environmental professions to hands-on exploratory learning and creating gardens. Interview results show that these programs focus on such goals as cross-cultural understanding, global/local connections, environmental/social justice, connection with the environment, and environmental service. One of suggestions based on interviews is that “the diversity of views, values, and behaviors need to be acknowledged, valued, and utilized in the study of the environment and towards the delineation of innovative solutions to environmental problems.” Some participants of this study named several features that make EE in multicultural contexts different from other forms of EE, including action research for community problem solving, using different languages, fight for one’s environmental rights, and more focus on people than on the environment.
SOURCE: Marouli, C. (2002). Multicultural environmental education: theory and practice. Canadian journal of environmental education, 7(1), 26-42.
http://cjee.lakeheadu.ca/index.php/cjee/article/view/272/162