This study investigates how Canadian youth, nationally recognized as eco-civic leaders, perceive their own sense of agency and their capacity to effect ‘change.’ More specifically, this study explores how these youth are interpreting change (i.e., attitudinal, behavioural, social, political, etc.), and what their perspectives reveal about the relationship between school and community-based environmental learning experiences and their capacity to make change in society. This project explores the notion of ‘student agency’ as it relates to an emerging trend of environmental action learning aimed at active citizenship within the fields of environmental education (EE) and to a lesser extent, civics education. Drawing on different qualitative research methodologies, such as but not limited to narrative inquiry, 34 past recipients/finalists of the Toyota Earth Day Canada Scholarship participated in this study. I used three different dimensions of environmental action learning to construct the conceptual lens through which the findings were interpreted. My findings suggest a critical gap exists between how EE is widely practiced in Canadian schools (i.e., environmentally responsible stewarding), and how it is currently being taken up in recent EE policy and research (i.e., developing capacity to effect broader socio-ecological change). In turn, this research asserts that although we are cultivating ‘good stewards’ and ‘good citizens,’ we are not educating youth toward becoming ‘change agents.’ As such, the majority of youth in this study demonstrate an egocentric perception of their identity and capacity as young eco-civic leaders. Consequently, my research suggests that specific learning conditions, including youth and adults serving as co-participants in community-based action projects aimed at broader social, political, and environmental change, are important in the development of student agency.

Doctor of Philosophy / Department of Curriculum and Instruction / Jeong Hee Kim / Jeffrey Zacharakis / Community leadership development programs often strive to cultivate civic leadership as an approach that involves citizens in activities and efforts which serve the common good. This descriptive case study examines citizen perspectives of civic leadership in a rural Kansas community to better understand how citizens: 1) understand civic leadership, 2) are involved in civic leadership activities, 3) perceive their ability to participate in civic leadership, and 4) classify opportunities for civic leadership in their community over time. The community identified is a purposeful selection of a community identified as having strong civic leadership characteristics. Through individual interviews; focus group interviews; field observations; and supporting physical artifacts, this study triangulates findings to get a “picture” of citizen perspectives of their capacity for civic leadership. The study provides insight into how citizens perceive their ability to participate in the leadership of the community and to what degree they feel their participation is important and effective in bringing about change. Findings include that citizens identified civic leadership as action based in personal commitment and applied to community betterment. Avenues to engage in civic leadership include service through community organizations or local government, or by initiating action to address emerging issues. Not all citizens expressed full confidence and ability in making community change, and while several income levels demonstrated mixed results, only the lowest income study participants all expressed mixed combinations of ability and/or confidence in making community change. Case study discussion considers connections between civic leadership and community development and civic leadership activities in light of community power and community capacity building.

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