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Article

Knowledge Use in Education for Environmental Citizenship—Results of Four Case Studies in Europe (France, Hungary, Serbia, Turkey)

1
Institute for Sociology, Centre for Social Sciences, Hungarian Academy of Sciences, Tóth Kálmán u. 4, 1097 Budapest, Hungary
2
Department of Sociology and Social Policy, University of Debrecen, Egyetem tér 1., 4032 Debrecen, Hungary
3
Apprentissages, Didactiques, Evaluation, Formation, Department of Education in Social Sciences, Humanities and Management, Aix-Marseille University, 13007 Marseille, France
4
Department of Civil Engineering, Faculty of Engineering, İstanbul Aydın University, Istanbul 34295, Turkey
5
Institute for Multidisciplinary Research, University of Belgrade, 11000 Belgrade, Serbia
*
Author to whom correspondence should be addressed.
Academic Editors: Andreas Ch. Hadjichambis, Pedro Guilherme Rocha dos Reis, Demetra Paraskeva-Hadjichambi, Marta Romero Ariza, Jelle Boeve-de Pauw, Niklas Gericke, Marie Christine P.J. Knippels, Andri Christodoulou and Ralph Hansmann
Sustainability 2021, 13(19), 11118; https://doi.org/10.3390/su131911118
Received: 3 August 2021 / Revised: 24 September 2021 / Accepted: 30 September 2021 / Published: 8 October 2021
(This article belongs to the Special Issue Education for Environmental Citizenship)
The aim of the paper is to contribute to the research on education for environmental citizenship in a comparative perspective. The central concept of education is the complex issue of knowledge. In the present paper, different knowledge forms, knowledge use, and types of knowledge production in environmental education are analysed for two EU countries, France and Hungary, together with two candidate countries, Serbia and Turkey. We review the most important theories and publications, the research questions and the methods considered to be examples for our present work. The second part of the paper presents the case studies according to the theoretical priorities. Evidence-based papers on cases in different European countries illustrating and discussing the evaluation of the types of knowledge used in environmental education and sustainability projects, as well as analysing the power-related components of knowledge use are reviewed. In the final part, case studies are compared and conclusions are drawn. View Full-Text
Keywords: education; environmental citizenship; knowledge; power relations; cross-country comparison education; environmental citizenship; knowledge; power relations; cross-country comparison
MDPI and ACS Style

Kovách, I.; Megyesi, B.G.; Barthes, A.; Oral, H.V.; Smederevac-Lalic, M. Knowledge Use in Education for Environmental Citizenship—Results of Four Case Studies in Europe (France, Hungary, Serbia, Turkey). Sustainability 2021, 13, 11118. https://doi.org/10.3390/su131911118

AMA Style

Kovách I, Megyesi BG, Barthes A, Oral HV, Smederevac-Lalic M. Knowledge Use in Education for Environmental Citizenship—Results of Four Case Studies in Europe (France, Hungary, Serbia, Turkey). Sustainability. 2021; 13(19):11118. https://doi.org/10.3390/su131911118

Chicago/Turabian Style

Kovách, Imre, Boldizsár G. Megyesi, Angela Barthes, Hasan V. Oral, and Marija Smederevac-Lalic. 2021. "Knowledge Use in Education for Environmental Citizenship—Results of Four Case Studies in Europe (France, Hungary, Serbia, Turkey)" Sustainability 13, no. 19: 11118. https://doi.org/10.3390/su131911118

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