Urban Environmental Education Review

Sometimes, as we strive to embrace our future, we are quick to abandon our past. In the process of changing and growing, do we let go of those elements that formed the foundation of who we are, the things that tether us to the place we came from, or do...

The term “sustainable city” evokes images of green roofs, energy-efficient buildings, bioswales, bike lanes, urban forests, and other types of green infrastructure. These urban features clearly have value for ecosystem and human health, but they also have great educational potential. Green infrastructure can help urban residents improve their understanding of...

Cities around the world are using the arts to enhance urban aesthetic experiences and motivate innovative environmental activism. Manifesting as flash mobs, immersive street theatre, bike parades, pop-up installations, zero-carbon concerts, and participatory storytelling, artists are using their creativity and ingenuity to draw attention to and propose solutions for the...

In 1977, the Tbilisi intergovernmental conference on environmental education endorsed a set of guiding principles for environmental education. Some principles, including considering the environment in its totality, viewing environmental learning as a continuous lifelong process, and taking a historical perspective into account, lend support for intergenerational approaches to environmental education....

Environmental education is often associated with environmental learning and pro-environmental behaviors. Some approaches to environmental education, however, also enable young people’s personal growth through the development of confidence, self-efficacy, and other assets that support an individual’s well-being. This chapter explores the intersection of urban environmental education and positive youth development....

Early childhood—which is generally defined as ages three through eight—is a foundational period when children rapidly move through milestones in physical, cognitive, social, emotional and language development (McCartney and Phillips, 2006). Cities offer unique environments for learning because they present young children with high densities of people from different backgrounds...

In October 2012, Hurricane Sandy slammed into the New York and New Jersey shoreline, with winds of 145 kilometers per hour and a storm surge 4.3 meters above mean low water. The superstorm flooded the city’s subways, destroyed thousands of homes, washed away beaches and boardwalks, and caused at least...

Different people perceive the same city or neighborhood in different ways. While one person may appreciate ecological and social aspects of a neighborhood, another may experience environmental and racialized injustice. A place may also conjure contradicting emotions—the warmth of community and home juxtaposed with the stress of dense urban living....

Community environmental education prioritizes community wellness, and uses learning in and about the environment as a means towards community wellness and healing. It draws from place-based, youth and community development, participatory, and resilience approaches in environmental education. Recognizing that community environmental education is an emerging field lacking a clear definition...

Urban schools—any public, private, or charter schools delivering formal primary or secondary education—are key institutions in the shaping of vibrant and sustainable cities. Imagining such cities depends on the assumptions and ideologies of those involved in the transformation of urban sites, and moving beyond perceiving urban schools as problematic institutions...

Cities—their design and how we live in them—will be key in our struggle for sustainability and, indeed, our future. As cities grow, as they are newly created, and as more and more people choose or require them as places to live, our decisions about urban design and city-building will determine...