A critique of planetary education for sustainable development and a restatement of some alternatives that compensate for the excess of such globalized education. (Author/CCM)

Discusses recent experiences in developing and implementing strategies for education consistent with the concept of sustainable development at two different levels: (1) the international level characterized by Agenda 21 along with the efforts of the United Nations Commission on Sustainable Development to foster its progress; and (2) the national…

Discusses highlights and lowlights in the recent history of environmental-education-policy development in British Columbia to illuminate some of the likely costs involved and problems to be dealt with in any attempt to reach national agreement on environmental education in Canada. (Author/CCM)

Suggests that rather than establish normative criteria, it may be more fruitful to find ways to engage teachers in critical reflection on their own practice and teaching. Constructs a series of questions to create conditions for such reflection. (Author/CCM)

Presents a four-dimensional model of transformative global education inspired by the quantum worldview. Elaborates on the principle benefits of applying such a quantum model of education to environmental education, a field where the mechanistic paradigm still has some hold. (Author/CCM)

Explores how experiments in both community development and in community economic development that are based on cooperative education provide fertile ground for research in environmental education. (Author/CCM)

Claims that environmental education in a postmodern world will have to be sensitive to the ill-defined nature of emerging key concepts such as biodiversity and sustainability. (Author/CCM)

Argues that sustainability is a process that links social equity, economic growth, and environmental protection; therefore, sustainable consumption is a mode of consumption congruent with this meaning of sustainability. (Author/CCM)

Advances a possible theoretical approach to education for sustainable tourism and describes a small-scale research project based on this approach. Seeks to integrate education for sustainable tourism into an established management curriculum using an innovative technique based on the idea of an adaptive concept. (Author/CCM)

Discusses four principles useful in mediating continued educational imperialism: (1) reflexivity; (2) respect; (3) dignity; and (4) reciprocity. (Author/CCM)

Presents the story of a community that, with the support of the researcher, endeavored to peel back the layers of debris that had muffled their voices. This constructed debris--social, physical, cultural, and historical--served to reproduce the power of the other through processes of false consciousness. (Author/CCM)

Presents a continuing conversation about the meaning of the term "environment" as it appeared in a newly-released environmental-education-policy statement. Studies how writing plays an important role in getting at the core assumptions and values of reflective teachers and researchers, and representing such thinking to the reader. (Author/CCM)

Research shows that there is a big gap between intent and performance when students are taught about environmental issues. Discusses ideas for narrowing this gap and alleges that environmental bias is common in the teaching of environmental issues. Contains 33 references. (DDR)

Discusses the problem of environmental bias and critiques Michael Sanera's approach to evaluation of environmental education performance. Notes that problems result from bias in curriculum materials. Contains 20 references. (DDR)

Explains that Michael Sanera's analysis of what is wrong with environmental education raises disturbing questions about his appeal for scientific accuracy and balance. Argues that the critique itself must be able to meet tests of rigor. (DDR)