This article analyses how "eco-certified children" are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become "natural" and obvious for us. A discourse analysis is carried out…

This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for…

In this contribution, we propose and explore the following hypothesis: civic ecology practices, including urban community forestry, community gardening, and other self-organized forms of stewardship of green spaces in cities, are manifestations of how memories of the role of greening in healing can be instrumentalized through social learning to…

A key ongoing debate in environmental education practice and its research relates to the content and goals of environmental education programmes. Specifically, there is a long history of debate between advocates of educational perspectives that emphasise the teaching of science concepts and those that seek to more actively link environmental and…

Educators have identified four categories of "productive pedagogies" that are considered to lead to authentic student engagement and learning in the classroom. This study was designed to explore and extend these pedagogies in the context of learning in natural environments, in particular, through the programmes of Queensland environmental…

This article discusses findings from a tri-country study of student teachers' understandings of the purposes of education, their conceptions of sustainable development and the task of Education for Sustainable Development (ESD). At its heart are case studies of 30 student teachers from Initial Teacher Education Programmes in England, Denmark and…

The Central Arizona-Phoenix Long-Term Ecological Research (CAP LTER) project includes training elementary and secondary teachers. This training component, Ecology Explorers (EE), prepares teachers in grades 4 through 12 to teach about ecological principles and processes. The EE pedagogy employs scientific inquiry and data collection protocols.…

Details a seminar held at King's College in London in March, 2001. Presents a reading and reflection upon two major aspects of the discussion, the meanings of environmental education and education for sustainable development in different cultures and contexts. (Contains 20 references.) (Author/NB)

Discusses the part played by the political system and the international context in attempts to promote environmental education in Scotland. Analysis shows a complex and largely negative interaction with political and administrative systems regarding formal education. Concludes that the influence of international events was generally marginal but…

Explores the notion that a review communicates a research program and how it might extend and disrupt readings of Rickinson's (2001) review of the evidence base for environmental education learning. Investigates, through a series of notes and queries using Lakatos's ideas, the production and possibilities of the review rather than the findings.…

Bases review of Rickinson's report on three broad questions: (1) What is his posture while reviewing what he calls the "evidence base" derived from empirical studies?; (2) Could there be another story to write from the same base; and (3) What other avenues of research could be explored? Identifies the main aspects of Rickinson's referential…

Research literature in environmental education has grown in volume and diverse directions over the past three decades, and the task of reviewing or synthesizing it is difficult and problematic. Suggests that this task is better undertaken by teams of researchers rather than one individual working alone. Makes recommendations for future reviews and…

Responds to Rickinson's (2001) review of empirical studies of learners and learning in environmental education. Suggests it is only partially successful in achieving what it sets out to do. Makes two major criticisms: (1) the review does not examine learning theories underlying the research; and (2) it ignores a large body of relevant work in…

Reports on a study that emerged from a concern that despite 20 years of theorizing about the practice of environmental education in Australian schools, it continues to be marginalized in the curriculum. Provides data on these understandings and reports study outcomes with regard to partner groups. (Contains 25 references.) (Author/NB)

Reflects upon the work of reviewing environmental education research as an instance of interpretation and representation of educational knowledge. Suggests that it is useful to rethink the review process as a means of constructing social meaning within politicized areas that are subject to conflicting ideological and epistemological commitments…