Eco School

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Eco-school is an international program that aims to involve students in solving local environmental problems through classroom learning and hands-on actions in schools and communities. The program focuses on improving environmental quality and gives schools opportunities to showcase their activities and be awarded for best practices. This program is supported in Romanian schools by several government ministries and aims to promote sustainable practices.

Education

ECO SCHOOL DESIGN Studies show that sustainable learning environments can be a big advantage for students, improving their well-being, happiness and even their cognitive processes. But how can parents ensure that their children’s classrooms are as green as they can be. Themes do emerge: good daylight and indoor air quality predominate; a link between indoors and out is strongly asserted; and the use of benign materials is paramount. But this is no more than what good school design has always aimed for. Sustainable School Architecture is a guide to the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources. PHYSICAL ENVIRONMENT 1.Building Materials 2. Energy Use. 3.Landscapes ��

This paper explored the dynamics of inculcating environmental care discourses in a peri-urban village in the Philippines. The project involved mobilizing the whole village to revive its biologically dead river and implement waste segregation in every home. What environmental care discourses were found in the community and where did they come from? What representations did they create? How were they enacted and inculcated? To answer these questions, ethnography was employed along with deconstruction and critical discourse analysis. It was found that the state-led environmental care programs privileged techno-managerial and economic discourses, presented as expert knowledge belonging to scientific communities. The techno-managerial discourse normalized people as deficient and needy and the environment as an objectified helpless captive. Environmental care as an economic concern was about making money out of waste and providing lucrative profit to owners of waste-management businesses. Such discourse normalized people as consumers and potential recipients of loans for waste infrastructure projects. The village did not fully accept the state-led discourses and instead critically examined and melded them with their own discourse of environmental care -- spirituality-inspired and communitarian. The spirituality-inspired environmental discourse viewed environmental care as a battle between good and evil and learning is typified as a “conversion” process. Communitarian discourse cast environment as a nurturing place where people connect with their collective past. These endogenous discourses were inculcated and reproduced through compelling folklore and cultural symbols. The educative processes were informal, embedded in the daily activities in the village, mediated by unlikely teachers like garbage collectors and student volunteers. In the end, this study argues that environmental education is a critical and agentic process of navigating through multiple discourses. It is also process of identifying and locating endogenous discourses as the major point of departure.

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