ABSTRACT

It is important to remember also that not all parents in all cultures will be receptive to their children educating them about the environment. Authoritarian family structures may leave little room for such a catalytic role for children. This consideration points to the value of the interactive models proposed in this book, whereby a dialogue is established between children, parents, and some development or environmental agency. The chapters that follow contain excellent examples of children as the dynamic force in establishing domestic programmes of gardening in Peru, water management in Sri Lanka, and fish farming in Colombia.