The notion of place-based education as grounding student learning in the local raises important questions about what constitutes the "local" in a now closely interconnected world and what constitutes an educational "place" when places of learning are shifting, as both new virtual sites emerge and old physical ones, including schools, lose some of…

A number of authors have observed a pronounced discrepancy between the problem-solving and action-oriented goals associated with the contemporary philosophy of environmental education and an emphasis on the acquisition of environmental knowledge and awareness in school programs. Content analyses have revealed that curriculum materials commonly…

The gap between policy rhetoric and school practices in environmental education has not only persisted but probably increased over the past twenty years, given the contested advent of education for sustainable development (ESD) as the dominant international policy discourse in this area, and an increased focus in schools on didactic teaching in…

For many scholars (see Smyth, 1995; Tilbury, 1995; Fien & Tilbury, 2002; Hopkins & McKeown, 2002) the emergence of the discourse of education for sustainable development (ESD) over the past 15 or so years is viewed as a progressive transition in the field, along similar lines to the positive portrayal of prior historical transitions from nature…

After briefly describing case-study methodology in general, a number of ways of classifying different types of case studies are identified and discussed, including positivistic, interpretive and critical inquiry orientations. Using this latter framework, different approaches to case-study research are examined regarding their different assumptions…