Going to Zion! Experiencing Environmental Sociology in an Iconic National Park
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| Title: | Going to Zion! Experiencing Environmental Sociology in an Iconic National Park |
|---|---|
| Language: | English |
| Authors: | Burley, David (ORCID |
| Source: | Teaching Sociology. Apr 2023 51(2):139-150. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Environmental Education, Sociology, Parks, College Students, Self Concept, Travel, Student Attitudes |
| DOI: | 10.1177/0092055X221125786 |
| ISSN: | 0092-055X 1939-862X |
| Abstract: | In this article, I examine the effects of an environmental sociology travel study program in Zion National Park (United States) on 11 students during the summers of 2018 and 2019. I outline the program, and then I use students' reflections in their posttrip final papers to illustrate the effects of the program on their sense of environmental identity. While there was some variance in the growth of environmental identity, all students reported that they were profoundly affected by the program. For many, their environmental identity became salient. I also argue that we, as sociologists, need to grow our experiential environmental education so that many will become advocates for environmental change but also so that some will become the leaders we need to address the climate crisis and the environmental, social, and economic injustices that are deepening because of it. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1373785 |
| Database: | ERIC |
| Abstract: | In this article, I examine the effects of an environmental sociology travel study program in Zion National Park (United States) on 11 students during the summers of 2018 and 2019. I outline the program, and then I use students' reflections in their posttrip final papers to illustrate the effects of the program on their sense of environmental identity. While there was some variance in the growth of environmental identity, all students reported that they were profoundly affected by the program. For many, their environmental identity became salient. I also argue that we, as sociologists, need to grow our experiential environmental education so that many will become advocates for environmental change but also so that some will become the leaders we need to address the climate crisis and the environmental, social, and economic injustices that are deepening because of it. |
|---|---|
| ISSN: | 0092-055X 1939-862X |
| DOI: | 10.1177/0092055X221125786 |
