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ERIC Number: EJ1121885
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
ISSN: EISSN-2382-0349
Education for Sustainability (EFS): Citizenship Education for Radical Resistance or Cultural Conformity?
Tulloch, Lynley
Teachers and Curriculum, v11 p7-12 2009
There is little doubt that the use of EFS curricula, resources, and programmes in publicly provided education has been controversial. This paper will examine the dilemmas, for educators involved in EFS, relating to the politics and conservative forces underpinning national curriculum development in a free market capitalist economy such as Aotearoa/New Zealand. Concerns have been expressed both within and beyond the developing field of EFS that it has the potential to be narrowly utilitarian and indoctrinatory. A useful response to this critique is to advocate for critical reflection around the ways in which language in the developing field of EFS is, and has been, constructed. It is argued that taking the meanings that are implicit in the terminology used in EFS to be self-evident will endanger its potential to be truly empowering. One consequence might be that the field becomes indoctrinatory and uncritically transmissive. The area of pre-service teacher education is explored as one that can model environmental education and EFS usefully as educative.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A