Seed Balls and the Circle of Courage - A Decolonization Model of Youth Development in an Environmental Stewardship Program

Oct 15, 2026

Uploaded by Stanley

Seed Balls and the Circle of Courage presents an environmental stewardship program grounded in a decolonization model of youth development. Centered on the Circle of Courage values—belonging, mastery, independence, and generosity—the approach aims to support urban youth of color and reduce barriers tied to social risk and educational inequity. The program is illustrated through a Brooklyn middle school ecology club where students engage in community-based learning tied to pollinator health and neighborhood sustainability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Environmental Stewardship and the Circle of Courage Model

Belonging

Mastery

Independence

Generosity

Seed Balls and the Circle of Courage A Decolonization Model of Youth Development in an Environmental Stewardship Program A. R. S. Wenger-Schulman and Lauren Hoffman “I need to get out more!” one middle school student reacted when she learned about her potential contribution to pollinator health in her home city. This concerned student is part of Middle School 88’s Green Team, an afterschool ecology club in Brooklyn, New York. The Green Team provides interested students with a high-quality environmental education beyond the scope of MS 88’s normal science curriculum. The Green Team meets twice a week to participate in environmental education activities and learn about issues concerning their environment. MS 88 serves a community of students often considered at high risk for dropping out of high school and other socially undesirable behaviors (C-J. Joseph- Guevara, personal communication, May 18, 2017) . The population is 89 percent students of color, mostly Latino/a and South American; 27 percent have special emotional or academic needs that have required intervention; and 78 percent qualify for free lunch (NYC Department of Education, 2016) . In this high-need setting, we designed and implemented an environmental education program designed to meet the needs of urban youth of color. The approach we used, a decolonization model called Circle of Courage, is a promising approach other afterschool programs can use to foster belonging, mastery, independence, and generosity while showing students that they can care for A. R. S. WENGER-SCHULMAN completed the project described in this article as part of her graduate work with Project Dragonfly at Miami University in Oxford, Ohio, and the Wildlife Conservation Society. Her thesis work involved providing environmental education for students with disabilities using the Circle of Courage. LAUREN HOFFMAN is the sustainability coordinator at Middle School 88. She holds a bachelor’s degree in environmental studies. She leads the Green Team afterschool program, which focuses on community projects and schoolwide sustainability initiatives. the environment even in their densely populated urban neighborhoods. Environmental Stewardship and the Circle of Courage Model • Belonging • Mastery • Independence • Generosity Individuals from racial minority groups are often under- The model sees these four values as universal—attri represented in professions focused on the environment butes that all children, and indeed all people, need to be (Armstrong, Berkowitz, Dyer, & Taylor, 2007; Bonta emotionally healthy (Brendtro et al. , 1990) . When these & Jordan, 2007; Fulford & Thompson, 2013; Ralston, universal and naturally endowed needs are not met, peo- 2012) . One way to increase minority representation and ple can engage in negative, nonconstructive behavior. interest in ecology as a profession is to create programs Rather than using arbitrary rules to encourage positive based on decolonization (Fulford & behavior, the Circle of Courage Thompson, 2013) . According to creates an environment in which thecuemrredeenrgcotedlWofrneoizstmaetiornEuntrapeaopcepharoinnagpchmed,amodgooegslis-t Aineoclovelosni aptleionmemntoi egl baaennloddnggreiesngnetorrmsidastytecryan, indbeependdeveleonpceed, cal approaches that uphold impe- programs based on the The Circle of Courage has rialistic values; these models fail to cultures of indigenous been applied successfully by orteach minority students in a way people and other ganizations all over the world tot(hPateter,esonates wSchneideri, th&thOe’irReexpilly, erie201n3c)e underrepresented groups addressresented thyeounethed(sCoofetzueen, de2rrep005-; A decolonization model involves to enrich and empower Espiner & Guild, 2010; Halas, implementing programs based on students in marginalized 2002) . The model may hold parthe cultures of indigenous people communities; this ticular relevance in environmental atnodenotherichruanndderreempporewse

FAQs

What is the Circle of Courage model used for in the environmental program?

The program uses the Circle of Courage model to foster belonging, mastery, independence, and generosity while linking youth participation to caring for the environment.

Who is the program designed to serve?

The program is designed for urban youth of color in a high-need educational setting, including students with risks of dropping out and other socially undesirable behaviors.

How do the four values relate to environmental learning?

The text explains belonging as a value for all living things, mastery as persistence and achievement through inquiry, independence as self-actualization, and generosity as community contribution—together supporting environmentally responsible behavior.

Oct 15, 2026

Uploaded by Stanley