Images

Ava Goodale Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Paul Bocko, Ph.D., Committee Chair
Richard Kahn, Ph.D., Committee Member
Clare Sisisky, Ed.D., Committee Member

Keywords

environmental stewardship, global citizenship education, interscalar learning, Indigenous knowledge, Indigenous storywork, action competencies for sustainable development

Document Type

Dissertation

Publication Date

2025

Abstract

In today's interconnected world, where socioecological issues transcend political borders, integrating environmental stewardship education with global citizenship education offers valuable opportunities for student empowerment. The goal of this multi-article dissertation was to conceptualize and operationalize 21st-century stewardship in educational settings. Twenty-first-century stewardship is a pedagogical approach that recognizes the limitations of environmental stewardship education as it is traditionally taught and is defined in Chapter II as an updated stewardship model that is infused with global citizenship’s multiscalar perspectives, global compacts, and layered identities to achieve its maximum impact in our interconnected world. This goal was first accomplished in Chapter II through a mixed-methods study to investigate student learning outcomes associated with place-based, globally-infused instructional materials that I authored and taught. In Chapter III, relational models of emplacement were analyzed through a Deleuzo-Guattarian rhizoanalysis and Indigenous storywork methodology to coin the term stewardscapes, defined as the geographic regions where individuals and collectives envision and engage in stewardship systems of knowledge, action, and care. Stewardscapes can be understood as the repeating geographic units through which 21st-century stewardship is enacted across the planet. This research deterritorialized the global-local binary and reterritorialized interscalar learning by proposing stewardscapes as an alternative model that promotes stewardship action competencies. Lastly, Chapter IV conceptualized stewardscapes through a place-people-pedagogy narrative arc that was developed through situated learning theory, Indigenous storywork, and Western literary devices. Throughout, this dissertation examined how these novel pedagogical frameworks foster student action competencies across interconnected socioecological systems to address the unique challenges of the 21st century. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

ORCID No. 0009-0006-9305-0403

Download

Share

COinS