Response to 'Introducing PRA techniques in the learning of environmental education in Southern Peru' (PLA 43)

In this feedback article the author reinforces findings in the article by Garcia and Neyra from PLA Notes 40 about environmental education in Peru with his own experiences. The article presented some of the participatory approaches used in an Environmental Education (EE) course in a school in Tacna, Southern Peru. The course is part of the official curriculum of the school and involves two hours of interactive teaching-learning per week to develop knowledge of the intricate relationship between mankind and nature. Here, the author reacts to the above article drawing on his experience as Environmental Education and Training Officer with the UNEP Environmental Policy Implementation Programme.

This article was published in PLA 43: Advocacy and Citizen Participation. Participatory Learning and Action (PLA, formerly PLA Notes) is the world's leading series on participatory learning and action approaches and methods. PLA publishes articles on participation aimed at practitioners, researchers, academics, students and activists. All articles are peer-reviewed by an international editorial board. See: www.planotes.org

This article was published in PLA 43: Advocacy and Citizen Participation (February 2002). ~Click on ‘More information’ to visit: www.planotes.org~Click on 'Additional information' to download the whole issue or individual articles for this issue of PLA.