Abstract: This article presents analyses of two cultures that emerged from a school/community partnership to develop high school students' competencies as environmental practitioners and serve the needs of a community-based environmental organization. The first culture was situated largely within the school setting, but was linked to the environmental agency through a requirement that students provide service for that organization, which they did primarily through conducting a water quality study to contribute to a watershed management plan. The second culture was situated mostly within the environmental agency itself, and emerged as a group of independent-study students became involved in its daily work. These two activity settings were the units of analysis for delineating salient elements of each culture, and for developing profiles of the types of environmental practitioner identities that were implicit in each. These analyses led to the identification of constraints on students' development within each setting, and then to recommendations for making both cultures more conducive to students' learning and development as environmental practitioners.
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↑ http://www.tandfonline.com/doi/pdf/10.1080/1350462022000026818