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ERIC Number: EJ764226
Record Type: Journal
Publication Date: 2007-Apr
Pages: 18
Abstractor: Author
Reference Count: 39
ISSN: ISSN-1350-4622
Oil and Water Still: How No Child Left Behind Limits and Distorts Environmental Education in US Schools
Gruenewald, David A.; Manteaw, Bob Offei
Environmental Education Research, v13 n2 p171-188 Apr 2007
This article explores the problematic tensions between schooling and environmental education in the United States, with a special focus on the No Child Left Behind Act of 2001. Today in the United States, this powerful federal legislation dominates the discourse and practice of schooling, and works against the aims of environmental education in many ways. The article is divided into three parts. First, it reviews the recent discourse of achievement and accountability in general education, as exemplified by the No Child Left Behind Act. Second, it describes the impact of achievement and accountability discourse on environmental education by outlining two responses from environmental educators to the general climate of schooling: 1) accommodation or "playing the achievement game"; and 2) resistance or "changing the rules". Third, it explores how related tensions between nationalistic federal education policies and the sweeping global challenges suggested by the United Nation's Decade of Education for Sustainable Development present additional dilemmas for promoting and implementing environmental education. (Contains 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001