Typifying conservation practitioners’ views on the role of education

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http://hdl.handle.net/10138/346743

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Brias-Guinart , A , Korhonen-Kurki , K & Cabeza , M 2022 , ' Typifying conservation practitioners’ views on the role of education ' , Conservation Biology , vol. 36 , no. 4 , 13893 . https://doi.org/10.1111/cobi.13893

Title: Typifying conservation practitioners’ views on the role of education
Author: Brias-Guinart, Aina; Korhonen-Kurki, Kaisa; Cabeza, Mar
Contributor organization: Helsinki Institute of Sustainability Science (HELSUS)
Global Change and Conservation Lab
Department of Forest Sciences
Environmental Sciences
International Forest Policy
Forest Economics, Business and Society
Organismal and Evolutionary Biology Research Programme
Mar Cabeza-Jaimejuan / Principal Investigator
Date: 2022-08
Language: eng
Number of pages: 13
Belongs to series: Conservation Biology
ISSN: 0888-8892
DOI: https://doi.org/10.1111/cobi.13893
URI: http://hdl.handle.net/10138/346743
Abstract: Education is an established tool to enhance human-environment relationships, despite the lack of empirical evidence to support its use. We used theories of change to unpack assumptions about the role of education in conservation. We interviewed practitioners from 15 conservation organizations in Madagascar to typify implicit pathways of change and assess whether emerging pathways echo theoretical advances. Five pathways were drivers of change: increasing knowledge, changing emotional connection and changing traditional cultural practices, fostering leaders, diversifying outcomes, and influencing community and society. These pathways reflect existing sociopsychological theories on learning and behavioral change. Most interviewees' organizations had a predominant pathway that was often combined with elements from other pathways. Most pathways lacked culturally grounded approaches. Our research reveals assumptions about the role of education in conservation and indicates that organizations had different ideas of how change happens. The diversity of practices reflects the complexity of factors that influence behavior. Whether this diversity is driven by local sociocultural context, interaction with other conservation approaches, or contingencies remains unclear. Yet, typifying the pathways of change and reflecting on them is the first step towards comprehensive evaluation of when and which pathways and interactions to promote.
Subject: conservation educators
conservation social sciences
environmental education
evaluation
madagascar
organizations
outcomes
theory of change
DEFORESTATION
SELF-EFFICACY
POLITICS
evaluacion
Madagascar
ciencias sociales de la conservacion
educadores de la conservacion
FUTURE
organizaciones
resultados
ENVIRONMENTAL-EDUCATION
educacion ambiental
teoria del cambio
PARTICIPATION
1172 Environmental sciences
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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