An ethnographic account of faith-based environmental and sustainability (FB-ESE) in England

This thesis presents an ethnographic study of faith-based Environmental and Sustainability Education (FB-ESE) in England, focusing on two Christian faith-based organisations’ (FBO) ESE settings. The aim is to determine whether FB-ESE leads to transformative learning and climate action, while exploring its potential and implications for broader ESE scholarship through its value-based approach, which may extend beyond faith-believers. An ethnographic approach was taken including participant observation, in-depth interviews and focus groups. Findings indicate that FB-ESE is closely linked to faith rationale and values, elements that contribute to transformative learning. FBOs are increasingly responding to the climate crisis, including through the provision of FB-ESE, making it timely to focus on the ESE they provide to understand how FB-ESE is transformative and how it may lead to behaviour change supporting environmental sustainability. This study has implications for wider ESE scholarship and practice, as FB-ESE presents another avenue to bridge the knowledge-to-action gap. Although learners participating in FB-ESE may initially be drawn by their faith-values the learning is relevant to non-faith-based learners in the community who align with the broader environmental ethics and values of FBOs. FBOs actively share resources and collaborate with other social and community actors through their trusted networks. The FB-ESE explored is non-formal and semi-formal, aimed at intergenerational and adult learners beyond institutional schooling, making the findings useful for wider collaboration towards an inclusive ESE. Considering FB-ESE as a new focus in ESE could ensure that value-based ESE knowledge is shared with the broader research community.