Project-based learning activities as a pedagogy that encourages future 'change makers'

Abstract

This portfolio argues that project-based learning is an effective environmental education pedagogy to empower future change makers. The deliverables of this portfolio are two cross-curricular resource bundles, Stephany Hildebrand: Framing the Environment and Abraham Francis: A Voice for the River. These resource bundles are a part of the larger Great River Rapport Change Maker Series, which was created to empower future change makers. These resource bundles entail a case study about a change maker paired with a project-based learning activity to model the actions of a change maker. The development of these resource bundles was influenced by courses in the MEd program, including but not limited to Decolonial Approaches to Environmental Education, Changemaking in Climate Change Education, Wild Pedagogies, and Activism in Education. Influences beyond the MEd program also include my experiences as an undergraduate student and my work at a non-profit environmental organization, the River Institute. These resource bundles employ Land-based environmental education approaches, activist pedagogies and decolonial pedagogies. This portfolio demonstrates that a combination of these pedagogies with project-based learning is a promising approach that can empower future change makers.