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ERIC Number: EJ866070
Record Type: Journal
Publication Date: 2009-Jun
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1350-4622
Sustaining Environmental Pedagogy in Times of Educational Conservatism: A Case Study of Integrated Curriculum Programs
Sharpe, Erin; Breunig, Mary
Environmental Education Research, v15 n3 p299-313 Jun 2009
Although the global call for environmental education is persistent, on a local or regional level, this call can be confronted by educational policies that drive environmental education out of the curriculum. This paper reports on a qualitative case study of the factors contributing to the sustainability of three teacher-driven integrated curriculum programs (ICPs). Four key factors were identified: financial self-sufficiency and physical isolation (program separation); and visibility of teachers in the school and support from a broad network of allies (political connection). This paper suggests that ICPs can be further supported by fostering pedagogical kinships and expanding counter-praxis discourse. The paper also highlights the importance of "ground-up" programs in sustaining environmental education in periods of educational conservatism. (Contains 3 notes and 1 table.)
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 - Research
Education Level: Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Praxis Series