Marianne E Krasny
Dados Biográficos
| ID | 199647 |
|---|---|
| NOME | Marianne E Krasny |
| PRENOMES | Marianne E |
| SOBRENOME | Krasny |
| ASSINATURA | KRASNY M E |
| AFILIAÇÕES | Cornell University |
| ORCID | 0000-0002-8520-8438 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 46 |
| TOTAL DE CITAÇÕES | 305 |
| TOTAL COMO AUTOR | 44 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 8 |
Rethinking multidimensionality in quality of life and well-being
Developing positive identities and resisting stigma on the Bronx River
Relationship between professional networks and practice change in environmental education
Environmental educators exchange ideas in social networks, which may in turn impact their practices. This study uses social network analysis, surveys, correlation analysis and interviews to examine the relationship between network and practice change in three professional development programs. In the first program that used face-to-face activities, educators’ in-degree and betweenness centrality and in-degree tie strength were positively associat…
The role of local people for collaborative management of Korean village groves
Place-based Identity and Framing in Local Environmental Politics
Framing has long been a central construct in scholarship on the role of rhetoric and discourse in the policy process. Research on policy framing and identity thus far has neglected the role of place-based identity, focusing instead on identity constructs such as race, class, gender, and ethnicity. Through a mixed methods analysis of transcripts of City Council meetings in Philadelphia from 2007 to 2017, we analyze how policy makers, local interes…
Volunteer beach cleanups
Marine litter, the majority of which is plastic, is one of the most pressing global environmental challenges impacting the planet. One way coastal communities respond to this challenge is through the environmental stewardship practice of volunteer beach cleanups. Beyond providing temporarily cleaner local beaches, how might these beach cleanups have broader impacts in the global struggle against plastic pollution? Using the lenses of environmenta…
Communicating Climate Change
Environmental educators face a formidable challenge when they approach climate change due to the complexity of the science and of the political and cultural contexts in which people live. There is a clear consensus among climate scientists that climate change is already occurring as a result of human activities, but high levels of climate change awareness and growing levels of concern have not translated into meaningful action. Communicating Clim…
Practice change in environmental education
The field of environmental education (EE) strives to develop innovative practices to address emergent issues such as equity, climate change, and urbanization. Through facilitating workshops and ongoing networks for the exchange of ideas, professional development programs may foster innovation or practice change among environmental educators. This study investigates change in practice among environmental educators who participated in one of three …
Online professional development for environmental educators
Massive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participantsTM cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environme…
Grassroots to Global
Communicating Climate Change
Place attachment and social–ecological system sustainability examined through the voices of indigenous Guatemalan women
Learning and linking for invasive species management
Invasive species can create economic and safety concerns. Responding to invasive species requires communication of research, localized management, and collaboration across jurisdictional boundaries. We examined the use of adaptive comanagement in three New York counties to mitigate the impacts of emerald ash borer, a wood-boring beetle that causes widespread death of ash trees. We assessed learning along three typologies (cognitive, normative, an…
Urban Environmental Education Review
Connecting brawn, brains, and people
Programs in which youth work collectively on an environmental stewardship project may provide social learning opportunities that support social-ecological system resilience and the development of social ties. However, few empirical investigations document the social learning processes that actually occur in these programs. This paper presents a multi-case study ethnography of six summer youth civic ecology education programs. Methods included par…
The autonomy-authority duality of shared decision-making in youth environmental action
While environmental action is recognized as an effective approach for developing young people’s capabilities as citizens and contributing to environmental improvements, little research has addressed how adults facilitate youth action projects. Environmental action involves a partnership among youth and adults characterized by shared decision-making. We sought insights into the adult experience of shared decision-making through phenomenological in…
Climate adaptation education
Given the magnitude and immediacy of climate change, how should environmental education (EE) address not only reducing our climate footprint but also climate adaptation? Whereas some approaches to adaptation education are consistent with EE foundational principles, others, while crucial for individual survival, address more immediate risks in ways that do not promote longer-term environmental quality. Using a literature review, we examine issues …
Civic Ecology
Civic Ecology
Oyster Spat and Live Oaks—Memories
Biological memories consist of the biological or genetic material needed to recolonize an ecosystem. They are the remnant populations of plants and animals that civic ecology stewards use to restore broken places. If an organism like an oyster becomes extinct—its biological memory forgotten—restoring that species, alongside the important functions it contributes like food, filtering contaminants from water, and protecting fragile coastlines—becom…
Framing for resilience through social learning
The role of social learning for social-ecological systems in Korean village groves restoration
Recently, social learning has been recognized as a means to foster adaptation to changing conditions, and more broadly, social-ecological systems resilience. However, the discussion of social learning and social-ecological resilience in different cultural contexts is limited. In this study we introduce the Korean Village Groves Restoration Project (VGRP) through the lens of social learning, and discuss implications of the VGRP for resilience in v…
Civic ecology practices
Krasny, M. E., P. Silva, C. Barr, Z. Golshani, E. Lee, R. Ligas, E. Mosher, and A. Reynosa. 2015. Civic ecology practices: insights from practice theory. Ecology and Society 20(2): 12. https://doi.org/10.5751/ES-07345-200212
Greening in the Red Zone
Creation and access to green spaces promotes individual human health, especially in therapeutic contexts among those suffering traumatic events. But what of the role of access to green space and the act of creating and caring for such places in promoting social health and well-being? Greening in the Red Zone asserts that creation and access to green spaces confers resilience and recovery in systems disrupted by violent conflict or disaster. This …
Interactive learning in an urban environmental education online course
Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course – participant–participant, participant–instructor, and participant–content – to four course outcomes: participants’ motivation to learn, intent to adap…
Culturing community development, neighborhood open space, and civic agriculture
Sense of place in environmental education
Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place …
Public Participation in Scientific Research
Shirk, J. L., H. L. Ballard, C. C. Wilderman, T. Phillips, A. Wiggins, R. Jordan, E. McCallie, M. Minarchek, B. V. Lewenstein, M. E. Krasny, and R. Bonney. 2012. Public participation in scientific research: a framework for deliberate design. Ecology and Society 17(2): 29. https://doi.org/10.5751/ES-04705-170229
Stewardship, learning, and memory in disaster resilience
In this contribution, we propose and explore the following hypothesis: civic ecology practices, including urban community forestry, community gardening, and other self‐organized forms of stewardship of green spaces in cities, are manifestations of how memories of the role of greening in healing can be instrumentalized through social learning to foster social–ecological system (SES) resilience following crisis and disaster. Further, we propose tha…
Environmental education for social–ecological system resilience
In this paper we attempt to integrate environmental education, with a focus on building capacity at the level of the individual, with frameworks for resilience, with a focus on adaptive capacity at the level of the social–ecological system. Whereas previous work has focused on enhancing system‐level capacity through building adaptive capacity in individuals, we suggest a wider range of processes for linking individual learning with resilience in …
Measuring social capital among youth
Although critiqued for circular reasoning and lack of definitional and analytic clarity, social capital has garnered widespread interest in two areas relevant to environmental education (EE): the impact of family and community-level social capital on positive youth development and of community-level social capital in fostering collective action to manage natural resources. Although EE is normally considered for its value relative to environmental…
Agricultural knowledge in urban and resettled communities
In light of globalising trends toward urbanisation and resettlement, we explore how agricultural knowledges may be adapted and applied among relocated people. Although indigenous and related forms of practice‐based knowledge may be temporarily lost as people adopt commercial agricultural practices and switch to non‐agricultural livelihoods, they are capable of resurfacing when contingent opportunities arise. This contribution to the collection dr…
Practitioners’ perspectives on the purpose of environmental education
Since the 1980s, scholars have suggested that environmental education (EE) has a 'definitional problem' represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns …
Climate adaptation education
Given the magnitude and immediacy of climate change, how should environmental education (EE) address not only reducing our climate footprint but also climate adaptation? Whereas some approaches to adaptation education are consistent with EE foundational principles, others, while crucial for individual survival, address more immediate risks in ways that do not promote longer-term environmental quality. Using a literature review, we examine issues …
Resilience in social–ecological systems
Developing citizens and communities through youth environmental action
Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged yo…
Civic ecology practices
Krasny, M. E., P. Silva, C. Barr, Z. Golshani, E. Lee, R. Ligas, E. Mosher, and A. Reynosa. 2015. Civic ecology practices: insights from practice theory. Ecology and Society 20(2): 12. https://doi.org/10.5751/ES-07345-200212
Environmental education, resilience, and learning
Social–ecological resilience, a rapidly expanding area of scholarship internationally, seeks to understand how society and ecosystems mediate, adapt, and learn from change. This special issue is a pioneering attempt to explore the overlap of resilience, learning, and environmental education, in which four broad perspectives have emerged: (1) environmental education and learning may foster attributes of resilient social–ecological systems (e.g., b…
Participatory Rural Appraisal as an Approach to Environmental Education in Urban Community Gardens
Through the Cornell University Garden Mosaics program, youth learn about ethnic gardening practices in urban community gardens using research methods adapted from Participatory Rural Appraisal (PRA). We conducted a study to determine whether youth could effectively facilitate PRA activities with gardeners, and to document any social and learning outcomes of the youths' research projects. The PRA activities engaged and promoted positive interactio…
Using the communities of practice framework to examine an after‐school environmental education program for Hispanic youth
Environmental education researchers have called for a greater analysis of ‘learning’ in environmental education in relation to contemporary theories and explanatory frameworks of learning. Situated learning, as a prominent example, is a sociocultural theory that contends that learning is a social process that occurs as individuals participate in ‘communities of practice’. This study aims to enhance our understanding of the usefulness and applicab…
Applying a resilience systems framework to urban environmental education
A growing body of literature on community gardening, watershed restoration, and similar ‘civic ecology’ practices suggests avenues for integrating social and ecological outcomes in urban natural resources management. In this paper, we argue that an environmental education programme in which learning is situated in civic ecology practices also has the potential to address both community and environmental goals. Further, we suggest that civic ecolo…
Place-based Identity and Framing in Local Environmental Politics
Framing has long been a central construct in scholarship on the role of rhetoric and discourse in the policy process. Research on policy framing and identity thus far has neglected the role of place-based identity, focusing instead on identity constructs such as race, class, gender, and ethnicity. Through a mixed methods analysis of transcripts of City Council meetings in Philadelphia from 2007 to 2017, we analyze how policy makers, local interes…
A response to Scott's concerns about the relevance of environmental education research
In William Scott's plenary address at the World Environmental Education Conference, he expressed concerns about the relevance of environmental education research in a world facing global environmental and demographic change. In responding to Scott's concerns, I argue that addressing challenges related to development and the environment requires examining EE goals at multiple levels as well as bridging diverse disciplines. I further suggest that i…
Place attachment and social–ecological system sustainability examined through the voices of indigenous Guatemalan women
The autonomy-authority duality of shared decision-making in youth environmental action
While environmental action is recognized as an effective approach for developing young people’s capabilities as citizens and contributing to environmental improvements, little research has addressed how adults facilitate youth action projects. Environmental action involves a partnership among youth and adults characterized by shared decision-making. We sought insights into the adult experience of shared decision-making through phenomenological in…
Framing for resilience through social learning
Towards creating an inclusive community of researchers
This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education …
Volunteer beach cleanups
Marine litter, the majority of which is plastic, is one of the most pressing global environmental challenges impacting the planet. One way coastal communities respond to this challenge is through the environmental stewardship practice of volunteer beach cleanups. Beyond providing temporarily cleaner local beaches, how might these beach cleanups have broader impacts in the global struggle against plastic pollution? Using the lenses of environmenta…
Online professional development for environmental educators
Massive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participantsTM cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environme…
Learning and linking for invasive species management
Invasive species can create economic and safety concerns. Responding to invasive species requires communication of research, localized management, and collaboration across jurisdictional boundaries. We examined the use of adaptive comanagement in three New York counties to mitigate the impacts of emerald ash borer, a wood-boring beetle that causes widespread death of ash trees. We assessed learning along three typologies (cognitive, normative, an…
Social Learning as an Approach to Environmental Education
We used a social learning framework to evaluate the results of an extension education program focusing on non-indigenous, invasive species (NIS) in New York State. Sixteen teams of professional staff and volunteers from Cornell Cooperative Extension (CCE), The Nature Conservancy (TNC), and a land trust participated in a 2-day NIS workshop, following which they worked with local government agencies, schools, industry, and non-profit groups to impl…
Participatory Rural Appraisal as an Approach to Environmental Education in Urban Community Gardens
Through the Cornell University Garden Mosaics program, youth learn about ethnic gardening practices in urban community gardens using research methods adapted from Participatory Rural Appraisal (PRA). We conducted a study to determine whether youth could effectively facilitate PRA activities with gardeners, and to document any social and learning outcomes of the youths' research projects. The PRA activities engaged and promoted positive interactio…
Culturing community development, neighborhood open space, and civic agriculture
Towards creating an inclusive community of researchers
This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education …
Traditional food crops as a source of community resilience in Zimbabwe
This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and…
Applying a resilience systems framework to urban environmental education
A growing body of literature on community gardening, watershed restoration, and similar ‘civic ecology’ practices suggests avenues for integrating social and ecological outcomes in urban natural resources management. In this paper, we argue that an environmental education programme in which learning is situated in civic ecology practices also has the potential to address both community and environmental goals. Further, we suggest that civic ecolo…
Developing citizens and communities through youth environmental action
Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged yo…
A response to Scott's concerns about the relevance of environmental education research
In William Scott's plenary address at the World Environmental Education Conference, he expressed concerns about the relevance of environmental education research in a world facing global environmental and demographic change. In responding to Scott's concerns, I argue that addressing challenges related to development and the environment requires examining EE goals at multiple levels as well as bridging diverse disciplines. I further suggest that i…
Education and Resilience
Krasny, M. E., K. G. Tidball, and N. Sriskandarajah. 2009. Education and resilience: social and situated learning among university and secondary students. Ecology and Society 14(2): 38. https://doi.org/10.5751/ES-03032-140238
Environmental education, resilience, and learning
Social–ecological resilience, a rapidly expanding area of scholarship internationally, seeks to understand how society and ecosystems mediate, adapt, and learn from change. This special issue is a pioneering attempt to explore the overlap of resilience, learning, and environmental education, in which four broad perspectives have emerged: (1) environmental education and learning may foster attributes of resilient social–ecological systems (e.g., b…
Resilience in social–ecological systems
Stewardship, learning, and memory in disaster resilience
In this contribution, we propose and explore the following hypothesis: civic ecology practices, including urban community forestry, community gardening, and other self‐organized forms of stewardship of green spaces in cities, are manifestations of how memories of the role of greening in healing can be instrumentalized through social learning to foster social–ecological system (SES) resilience following crisis and disaster. Further, we propose tha…
Environmental education for social–ecological system resilience
In this paper we attempt to integrate environmental education, with a focus on building capacity at the level of the individual, with frameworks for resilience, with a focus on adaptive capacity at the level of the social–ecological system. Whereas previous work has focused on enhancing system‐level capacity through building adaptive capacity in individuals, we suggest a wider range of processes for linking individual learning with resilience in …
Agricultural knowledge in urban and resettled communities
In light of globalising trends toward urbanisation and resettlement, we explore how agricultural knowledges may be adapted and applied among relocated people. Although indigenous and related forms of practice‐based knowledge may be temporarily lost as people adopt commercial agricultural practices and switch to non‐agricultural livelihoods, they are capable of resurfacing when contingent opportunities arise. This contribution to the collection dr…
Outdoor Adventure Education
We conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance. Participants experienced personal transformations, which they attributed to spending extended time in pristine nature, separation of the course from normal life, the community that formed among course participants,…
Using the communities of practice framework to examine an after‐school environmental education program for Hispanic youth
Environmental education researchers have called for a greater analysis of ‘learning’ in environmental education in relation to contemporary theories and explanatory frameworks of learning. Situated learning, as a prominent example, is a sociocultural theory that contends that learning is a social process that occurs as individuals participate in ‘communities of practice’. This study aims to enhance our understanding of the usefulness and applicab…
Sense of place in environmental education
Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place …
Public Participation in Scientific Research
Shirk, J. L., H. L. Ballard, C. C. Wilderman, T. Phillips, A. Wiggins, R. Jordan, E. McCallie, M. Minarchek, B. V. Lewenstein, M. E. Krasny, and R. Bonney. 2012. Public participation in scientific research: a framework for deliberate design. Ecology and Society 17(2): 29. https://doi.org/10.5751/ES-04705-170229
Measuring social capital among youth
Although critiqued for circular reasoning and lack of definitional and analytic clarity, social capital has garnered widespread interest in two areas relevant to environmental education (EE): the impact of family and community-level social capital on positive youth development and of community-level social capital in fostering collective action to manage natural resources. Although EE is normally considered for its value relative to environmental…
Greening in the Red Zone
Creation and access to green spaces promotes individual human health, especially in therapeutic contexts among those suffering traumatic events. But what of the role of access to green space and the act of creating and caring for such places in promoting social health and well-being? Greening in the Red Zone asserts that creation and access to green spaces confers resilience and recovery in systems disrupted by violent conflict or disaster. This …
Interactive learning in an urban environmental education online course
Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course – participant–participant, participant–instructor, and participant–content – to four course outcomes: participants’ motivation to learn, intent to adap…
Practitioners’ perspectives on the purpose of environmental education
Since the 1980s, scholars have suggested that environmental education (EE) has a 'definitional problem' represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns …
Campus sustainability and natural area stewardship
Krasny, M. E., and J. Delia. 2014. Campus sustainability and natural area stewardship: student involvement in adaptive comanagement. Ecology and Society 19(3): 27. https://doi.org/10.5751/ES-06787-190327
Civic Ecology
Civic Ecology
Sociology (35 obras) · Political science (31 obras) · Geography (24 obras) · Pedagogy (24 obras) · Psychology (24 obras) · Environmental education (21 obras) · Ecology (17 obras) · Environmental Education and Sustainability (16 obras) · Environmental resource management (16 obras) · Public relations (12 obras)