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Malagasy Conservationists and Environmental Educators: Life Paths into Conservation

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  • Lena M. Reibelt

    (Department of Biology, Research Group Ecology and Environmental Education, University of Hildesheim, Universitätsplatz 1, 31141 Hildesheim, Germany
    Madagascar Wildlife Conservation, Lot 17420 bis Avaradrova Sud, 503 Ambatondrazaka, Madagascar)

  • Torsten Richter

    (Department of Biology, Research Group Ecology and Environmental Education, University of Hildesheim, Universitätsplatz 1, 31141 Hildesheim, Germany)

  • Antje Rendigs

    (Madagascar Wildlife Conservation, Lot 17420 bis Avaradrova Sud, 503 Ambatondrazaka, Madagascar)

  • Jasmin Mantilla-Contreras

    (Department of Biology, Research Group Ecology and Environmental Education, University of Hildesheim, Universitätsplatz 1, 31141 Hildesheim, Germany)

Abstract

In a globally fast-changing world, dedicated conservationists play a central role in societies moving towards the achievement of sustainable development. How do people become advocates for nature? Research suggests that childhood experiences in natural places are core determinants for the development of environmental stewardship. In many developing countries, however, access to intact natural environments is limited. This study explores formative influences on individuals who actively contribute to nature conservation and environmental education (EE) in Madagascar. We conducted nine semi-structured interviews with participants in a national EE workshop. Formative experiences were reported mainly from university years, and influential persons were researchers and high school teachers, many from abroad. The media also play a considerable role, while negative experiences, familial influences, or experience of natural areas during childhood were rarely mentioned. In contrast to former studies, the results suggest that direct experiences of nature can still be decisive in determining a young person’s path as a dedicated environmental practitioner during young adulthood. Role models who are active in the conservation and sustainable development fields can compensate for a lack of familial models. These findings might require a rethinking of current educational practices in Madagascar because children might not be the only important group to target with educational interventions.

Suggested Citation

  • Lena M. Reibelt & Torsten Richter & Antje Rendigs & Jasmin Mantilla-Contreras, 2017. "Malagasy Conservationists and Environmental Educators: Life Paths into Conservation," Sustainability, MDPI, vol. 9(2), pages 1-15, February.
  • Handle: RePEc:gam:jsusta:v:9:y:2017:i:2:p:227-:d:89595
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    References listed on IDEAS

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    1. Patrick O Waeber & Lucienne Wilmé & Jean-Roger Mercier & Christian Camara & Porter P Lowry II, 2016. "How Effective Have Thirty Years of Internationally Driven Conservation and Development Efforts Been in Madagascar?," PLOS ONE, Public Library of Science, vol. 11(8), pages 1-13, August.
    2. Torsten Richter & Antje Rendigs & Claudette Patricia Maminirina, 2015. "Conservation Messages in Speech Bubbles–Evaluation of an Environmental Education Comic Distributed in Elementary Schools in Madagascar," Sustainability, MDPI, vol. 7(7), pages 1-26, July.
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    Cited by:

    1. Janna Niens & Lisa Richter-Beuschel & Tobias C. Stubbe & Susanne Bögeholz, 2021. "Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals," Sustainability, MDPI, vol. 13(16), pages 1-36, August.
    2. Rakotoarimanana Zy Misa Harivelo & Rakotoarimanana Zy Harifidy, 2022. "A Review of Environmental Protection and Sustainable Development in Madagascar," J, MDPI, vol. 5(4), pages 1-20, November.
    3. Dominik Schüßler & Torsten Richter & Jasmin Mantilla-Contreras, 2019. "Educational Approaches to Encourage Pro-Environmental Behaviors in Madagascar," Sustainability, MDPI, vol. 11(11), pages 1-20, June.

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