Enabling Children to Map out a More Equitable Society

Sharon E. Sutton
College of Architecture and Urban Planning
The University of Michigan

Citation: Sutton, Sharon E. (1992). "Enabling Children to Map out a More Equitable Society ." Children's Environments 9 (1): 60-79. Retrieved [date] from http://www.colorado.edu/journals/cye/

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Abstract

A paradigm of environmental learning is elaborated that was conceived in response to the diminishing sense of community in post-industrial society, and to the conflicts that result from increasing socioeconomic differences. This three-factor paradigm specifies the values, content, and teaching methods that can enable children to understand their capacity to shape a just and peaceful global environment; and is centered around a creative enterprise that is akin to a quilting bee1. Implementations of the theory are used illustratively to show how a learning situation can resist or advance environmental justice through its devaluing or support of group process as well as individuality, adult collaboration, and children's participation. Finally, the paradigm serves as a critique of prevailing educational approaches that define "success" as intellectual achievement, promote content-driven teaching and specified outcomes, and deny the presence of personal and political values in learning.

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