Developing, implementing, and evaluating school-based environmental education programs that braid Indigenous and Western Science
| dc.contributor.author | Palozzi, Julia E. | |
| dc.contributor.supervisor | Rodríguez de France, Carmen | |
| dc.contributor.supervisor | Shackelford, Nancy | |
| dc.date.accessioned | 2025-01-09T20:53:25Z | |
| dc.date.available | 2025-01-09T20:53:25Z | |
| dc.date.issued | 2024 | |
| dc.degree.department | School of Public Health and Social Policy | |
| dc.degree.level | Doctor of Philosophy PhD | |
| dc.description.abstract | Evaluations are essential tools for program improvement, especially in environmental education that integrates Indigenous and Western Science. The aim is to enhance knowledge, skills, and awareness, fostering participation in environmental stewardship through the respectful weaving of both Indigenous and Western Science practices and principles. In this dissertation, I explore the development, implementation, and evaluation of environmental education programs that integrate these two knowledge systems within school-based settings. The introduction outlines the research context, my positionality, and the collaborative relationships that enabled this research. Each data chapter corresponds to a phase of the program lifecycle—development, implementation, and evaluation—grounded in principles of developmental, collaborative, and culturally responsive evaluation. Chapter One presents a checklist for developing programs that braid Indigenous and Western Science, written in a narrative style to synthesize my experiences and highlight key learning moments. Chapter Two examines program implementation across two distinct curricular contexts, discussing strengths, challenges, and trends identified through process evaluations. In Chapter Three, I analyze program outcomes, focusing on students’ environmental knowledge, attitudes, relationships with nature, and engagement with materials. I use both quantitative and qualitative methods to explore the main themes from the data. I conclude with reflective exercises that delve into how principles of Indigenous education and developmental evaluation appeared throughout my research. By sharing my experiences in navigating program development, implementation, and evaluation in environmental education, this research contributes to a growing body of literature addressing the ecological crisis and the dismantling of colonial educational structures. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/20928 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | environmental education | |
| dc.subject | curriculum development | |
| dc.subject | program evaluation | |
| dc.subject | Indigenous and Western Science | |
| dc.title | Developing, implementing, and evaluating school-based environmental education programs that braid Indigenous and Western Science | |
| dc.type | Thesis |