Differences of perspective, standpoint and subjectivity can help to enlarge the conceptual landscape of environmental education theory. Rejections of difference, on the other hand, can become an intolerance that narrows the scope of inquiry. This rejoinder argues that Bowers' repeated rejections of critical pedagogy are based on a partial reading…

Given the growing environmental awareness, educators - especially in science and environmental education - need to avoid embracing a "critical pedagogy of place". Why conflating critical pedagogy with place-based education is an oxymoron, and why it perpetuates the thinking and silences that undermine both the diversity of the world's cultures and…

There is a tendency to use case-study research methodology for research issues aiming at simply describing a complex situation, and to draw conclusions with insufficient rigour. Sound case-study research, however, follows discriminate rules which can be described in all the dimensions of a full case-study research process. This paper examines…

Understanding how children think about the needs of animals may aid bridging from how they care about individual animals to caring about the environment more generally. This study explored changes with age in children's conceptions of animals' needs, including how such conceptions may extend beyond the individual animal to larger systems and…

Addresses the issues involved in re-engineering the discourse of environmental education--and education more broadly--towards an overriding concern with sustainable development. These approaches assume certain epistemological positions with regard to the language and referent to meaning. Sketches out a possible typology of such positions and…

Develops a theory of metaphor that helps explain how environmental education contributes to the double bind of helping to address environmental problems while at the same time reinforcing the use of the language-thought patterns that underlie the digital phase of the Industrial Revolution that we are now entering on a global scale. (Author/SAH)

Discusses the relationship between education and sustainability. Sustainability means humans, as individuals and societies, consciously trying to go with the grain of nature. Learning to understand the natural world and the human place in it can only be an active process through which our sense of what counts as going with the grain of nature is…

Examines the limitations associated with the language of sustainability and their implications for environmental thinking. Explores what sustainability is not by using the idea of digital watches as a metaphor. Uses contemporary examples from advertising, curriculum development, and wildlife management to illustrate the central theme. (Author/SAH)

Addresses the gap that has developed in Hong Kong between the Guidelines on Environmental Education in Schools and the actual implementation of those guidelines into practice. Environmental emphasis has been primarily subject-based, and institutional commitment to environmental education has been unsatisfactory. Calls for curriculum reforms and…