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This phenomenological study investigates 13 pre-service students whose environmental passion was expressed through activism and volunteerism. Results describe participants’ definitions of activism, limited program recognition of activist experiences, and concerns about being framed as radical. Participants also request support, space, and time to discuss experiences, share ideas, and exchange resources, informing recommendations for teacher education and further research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-space-for-teacher-activism-in-environmental-education-pre-service-teachers-experiences/596744/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-space-for-teacher-activism-in-environmental-education-pre-service-teachers-experiences/596744.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study examines how pre-service teachers (n=13) reconcile an activist identity with their teacher identities in relation to environmental education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe environmental education policy in Ontario?",{"text":117,"@type":113},"It notes that Ontario mandates integrating environmental issues across subjects from kindergarten to grade 12 and calls for integrative curriculum linking real-world experiences with classroom learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges do participants report about their activist experiences?",{"text":121,"@type":113},"Participants report limited acknowledgement of their activist experiences within the teacher education program and express worries about being positioned as radical.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596744,1792167070,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Creating Space for Teacher Activism in Environmental Education: Pre-service Teachers’ Experiences  \nRachelle Campigotto & Sarah E. Barrett, York University, Canada  \nAbstract  \nOntario, Canada mandates integrating environmental education (EE) into all subject areas from K-12, but pre-service teachers receive little to no instruction on how to do so. This study focusses on the experiences of 13 pre-service students who demonstrated their passion for EE through their own activism and volunteerism. Findings include the participants’ definition of activism, lack of acknowledgement of activist experiences within the program, and participants’worries about being positioned as radical. Further, participants expressed a need for support, space, and time within the pre-service program to discuss these experiencesand share ideas and resources within the teacher community. Suggestions to augment teacher education programs and for further research are provided.  \nRésumé  \nL’Ontario intègre l’éducation à l’environnement à toutes les matières de lamaternelle à la 12e année, mais les enseignants en formation ne reçoivent quepeu ou pas d’instruction à cet égard. Cette étude relate les expériences de 13 étudiantsen enseignement qui ont montré de l’intérêt pour la cause environnementaleen s’impliquant dans leur communauté . Ils nous font notamment part de leurdéfinition de l’activisme, du peu de reconnaissance que cette expérience reçoitau sein du programme, et de leur crainte d’être étiquetés comme radicaux. En outre, ces étudiants aimeraient être épaulés et profiter de plus de temps etd’espace pour partager leurs expériences, idées et ressources avec leurs pairs. Les auteures offrent des suggestions pour améliorer les programmes deformation desenseignants et orienter les recherches futures.  \nKey words: environmental education, activism, curriculum, teacher identity  \nIntroduction  \nThis paper presents findings from a phenomenological study of how pre-service teachers (n = 13) reconcile an activist identity with their teacher identities. Activists are defined in the literature as individuals who play a role in social movements and form a community, or a collective “we” against a problem; this community may focus on the creation of new ideas (Starr, 2010) . Generally, activists seek to alter a problem or issue, and the resulting action depends on the identification of who or what is to blame (Benford & Snow, 2000) . While  \n42 Canadian Journal of Environmental Education, 22, 2017  \nthere are many types of activism, such as those that focus on gender, sexuality, different abilities, and equity, this paper aims attention at activism related to the environment. The definition of EE has historically included some tie to action by an individual or group wanting to change an aspect of the environment (UNESCO-UNEP, 1978) . This paper also presents the argument that schooling must be more democratic if educators are to realize the vision whereby teachers can safely express their environmental ideals and activist endeavours.  \nThrough a series of open-ended interviews with 13 teacher candidates enrolled in a large initial teacher education program, we sought to explore the experiences of activism in the candidates’ terms, allowing them to define what they meant by activism and how they viewed it in the light of their emerging teacher identities. In what follows, we briefly discuss both environmental education in Ontario and democratic schooling before sharing the findings from our study. The literature is interwoven throughout. We end with implications for teacher education and suggestions for further study.  \nEnvironmental Education in Ontario  \nIn 1998, the environmental science course was removed from the Ontario curriculum, an act accompanied by a dramatic decrease in attention to environmental issues in secondary schools (Puk & Behm, 2003) . Puk and Makin (2006) show that, in the same year, 88% of elementary school teachers taught EE two hours or ","cbCaiaU7gWfxOnTE","https://ap.wps.com/l/cbCaiaU7gWfxOnTE","pdf",118700,16,"English","# Introduction\n## Environmental Education in Ontario","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how pre-service teachers (n=13) reconcile an activist identity with their teacher identities in relation to environmental education.\"},{\"question\":\"How does the paper describe environmental education policy in Ontario?\",\"answer\":\"It notes that Ontario mandates integrating environmental issues across subjects from kindergarten to grade 12 and calls for integrative curriculum linking real-world experiences with classroom learning.\"},{\"question\":\"What challenges do participants report about their activist experiences?\",\"answer\":\"Participants report limited acknowledgement of their activist experiences within the teacher education program and express worries about being positioned as radical.\"}]","Creating Space for Teacher Activism in Environmental Education - Pre-service Teachers’ Experiences | PDF",1792083637]