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People rely on power plants to generate the electricity needed to run much of their lives. Power plants, though, are typically not the domain of the average citizen. Even if they stand near homes, schools, and other important places, the operations inside, not to mention the many social and environmental impacts outside, largely lack the scrutiny of most citizens. Is this a problem, especially when some governmental oversight already regulates the plants’ operations? The National Council for the Social Studies (NCSS) defines the main purpose of social studies education as creating effective citizens. This article describes an interdisciplinary unit of study by middle-grades youth about a proposed power plant in their city of Lansing, Michigan. It shows students scrutinizing the complex power plant issue through a variety of experiences and from different angles. While supporting NCSS’ stance on the teaching of citizenship, we call for a conception of citizenship extending beyond human communities and structures to the community of the earth and all living beings. We also encourage social studies teachers to take up the work of teaching for ecological citizenship.

Students' simplistic observations and uninspired solutions for social-ecological dilemmas were the motivation for this study. The purpose of this paper is to foster systemic thinking in students and study the role of the lecturers.

The research was designed as a self-study action-research (AR), which was carried out by the lecturers of an environmental citizenship course in a teachers' college. The paper describes three AR circuits, expressed in three stages of field mapping by students: group mapping at the beginning of the course, initial individual field mapping and field mapping prior to action design.

Analyzing the maps after each stage allowed for design modifications. The findings indicate that field mapping helped students better understand the complexity of a social-ecological system and their role within it. Lecturers were required to maintain a delicate balance between teaching and supporting the students' first-hand experience as environmental citizens.

The study's conclusions are based on a case study and are therefore presented dialectically rather than as global generalizations.

Mapping the field of action can serve as a powerful tool in fostering a system approach to environmental citizenship in many educational settings.

The paper presents the use of Kurt Lewin's field theory for environmental education and for fostering environmental citizenship based on systemic and ecological thinking. The diversity of students' conceptualizations of the complexity of a social-ecological system, as revealed in this study, calls for further research of field-mapping as a teaching method.

The world is facing unprecedented potential disaster with the impending climate crisis. Research within social studies education surrounding the integration of ecological issues, while still on the fringes, has seen a recent surge. This is a review of practitioner-oriented research published in the last ten years on teaching these issues in social studies classes.

This study reviews practitioner-oriented articles on teaching ecological issues in social studies classes. The author searched databases and did a manual review using specific search terms. The author’s first level of analysis was to analyze the year of publication, whether the article was (co) written by a practicing teacher and whether the article featured a lesson plan/resources. The author then analyzed the content/focus of each article.

In total, ten articles were (co)written by a practicing teacher, 23 articles included lesson plans and the article themes could fall into one of six themes (water issues, pollution, climate change, climate activism, sustainability and economic growth and ecological citizenship/ethics).

The author was unable to review one year of articles from the Ohio Social Studies Review due to the COVID-19 pandemic and only having remote institutional access to library materials.

In reviewing the practitioner-oriented articles, the author hopes to not only strengthen the curricular justifications for teaching these issues in social studies classes but also show what research has been done and provide critiques and show what could be done in the future.

The main focus of this chapter is to explore whether ecological utopias are capable of providing a useful contribution to our quest for an ecologically responsible future and sustainable society, and in what specific ways. I shall develop a model of ecological utopias as a distant point of orientation, or as a ‘navigational compass’. In this model ecotopias may gradually influence the course of concrete decision making in the direction of a future sustainable society. In this context, a strategic issue to be confronted by the green movement is to look for an eco-friendly view on ‘the good life’ and the ‘art of living’. The basic dimensions of a sustainable lifestyle and an utopian inspired ecological ‘art of living’ are that society's focus should be shifted from ‘having’ to ‘being’, and to find a balanced configuration of the vita activa: action, work and labour. It is also vital to find forms of hedonism which are independent of mass consumerism, to relate our material consumption to our ecological footprints in systematic ways, and to cultivate ecological virtues and moral character.

Whilst there is a growing recognition of environmental degradation, the policies of sustainable development or ecological modernisation offered by national governments and international institutions seem to do little more than “sustain the unsustainable”. By promising to reconcile growth with the environment, they fail to question the economic principle of endless growth that has caused environmental destruction in the first place. In this context, alternatives based on critiques of growth may offer more promising grounds. The aim of this paper is to explore how the degrowth movement that emerged in France over the last decade resonates with, and can contribute to, green politics.

After locating the movement within environmental politics and providing a brief account of its development, the paper focuses on its core theme – escaping from the economy.

Here it is argued that the movement's main emphasis is not merely on calling for less growth, consumption or production, but more fundamentally, in inviting one to shift and re‐politicise the terms in which economic relations and identities are considered. This politicisation of the economy is discussed in terms of the movement's foregrounding of democracy and citizenship, and it is argued that the articulation of these two concepts may offer interesting points of departure for conceptualising and practising alternatives to consumer capitalism.

The final part of the paper explores how the degrowth movement's stance on democracy and citizenship could help address two problematic issues within environmental politics: that of inclusion, and motivation

The significance of ecological citizenship for the sustainable urbanism discourse has been highly recognised in recent years. Targeting to adopt ecological citizenship as a lifestyle among urban residents appears potentially significant and urgent for the city of Famagusta, North Cyprus. As a result of unsustainable urban development, Famagusta dictates a new way of living to its inhabitants that is not familiar to them in terms of local sociocultural characteristics and environmental values. Therefore, a user survey was carried out among local people, within a random sample of 165 residents, in order to obtain scientific data that may be used for the needed planning policies. Within the survey, environmental attitudes of the residents were measured with the help of Dunlop and Van Liere’s New Environmental Paradigm (NEP) scale. The aim was to understand the level of their existing environmental worldview, one of the basic aspects of ecological citizenship. The results of the survey reveal that Famagusta residents’ existing environmental attitudes cannot achieve an adequate level in order to be one of the dynamics shaping their lifestyles. However, residents have slightly more than a medium level of environmental worldview.

Democratic renewal in Sri Lanka as well as a cross the Global South depends on strengthening democratic social movements within varieties of patrimonial capitalism. Patrimonial capitalism, emphasising patron–client relations, coincide with weakening democratic institutional cultures and practices. The dominant corruption/anti-corruption narrative is bracketed with elite class strategies aimed at negotiating a ‘managed corruption’. The realm of representative politics creating consent for patrimonial capitalism is shaped by: ethnic and class relations; the weakening of working-class parties; patriarchal cultures within parties; links with criminal networks; opaque finances and the integration of mainstream media with party patronage.

Democratising the realm of representative politics points towards democratic social movements. The internal dynamics of social movements, their relationships with political parties and collective learning are significant factors that shapes the strategic orientation of social movements. State repression of social movements highlights the need for demilitarisation and the abolition of prisons. The global sense of this local struggle relates to transforming financial markets and platform economies towards notions of financial and digital commons. The integration of different realms of politics, such as representative, movement, life and emancipatory politics, is vital for reinforcing solidarity as the basis for counter-hegemonic struggles.

Engaging students in environmental citizenship to promote education for sustainability (EfS) as an explicit goal of academic courses is not common, notwithstanding wide consensus on its importance. Collaborative learning has rarely been investigated using action research methods in the context of environmental citizenship in higher education; the purpose of this study is to fill the gap.

Adopting Bandura's (2012) theory of self-efficacy and collective efficacy, this study explores how collaborative learning, used throughout an action research-based course, encouraged students’ efficacy to implement environmental citizenship in their communities. Data were collected through multiple sources: students’ written reflections, instructors’ reflective journals and continuous discussions, interviews with students and different documents (course syllabi, lesson plans and students' scientific posters).

The findings of this study indicate that the authors succeeded in creating an appropriate social academic setting for the students to become acquainted with each other and to share ideas, successes and challenges in an accepting atmosphere, which proved beneficial to developing their self-confidence to promote EfS in practice. Adopting collaborative learning in the context of environmental citizenship also increased students' self-efficacy and collective efficacy. Self-efficacy was strengthened in the four sources discussed by Bandura (2012): mastery experiences, social modeling, social persuasion and emotional states. Collective efficacy was developed both in the academic and practical domains.

The findings of this study suggest that collaborative learning could serve as a powerful way to promote EfS in higher education, especially in teacher education. This contribution was achieved through integrating academic and practical knowledge foundations, which are required to implement environmental citizenship successfully, supporting learners’ initial steps towards becoming change agents in the society.