Burger, J. and L. Waishwell. (2001) Finding 1

Identify locally-specific or culturally-specific needs or problems related to water conservation and quality. These may not be what an expert would typically expect due to unique cultural or situational needs. For example, in a person-to-person outreach initiative about toxic substances in fish, African-Americans were most interested in risks to their health from eating contaminated fish. Caucasians were most interested in the levels of contamination in the fish. Continue reading →

Magee, M. L. (2004) Finding 1

To build capacity among urban schools to deliver water education effectively and with a community-based focus, provide:

  • A nationally tested curriculum linked to national and state academic standards
  • Training workshops for local partner, volunteer, and expert networks
  • Training and support for teachers, volunteers and community leaders
  • Service learning opportunities
  • Program evaluation procedures.
  • Encourage student-led projects

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Marzolla, M. (2004) Finding 1

With Latino youth programs, use place-based pedagogies so that the education of citizens might have direct bearing on the well-being of the social and ecological places people actually inhabit.

  • Allow participants to apply their learning to a wide variety of home, neighborhood and community situations.

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