The body is the precondition of any meaning-laden space of learning. As we are located in environments frothing with life, we engage in meaning making through and with the senses of the body, engaging in the creation of scaffoldings of symbolic, rhizomatic understandings by which we navigate our worlds. Thus, I argue that our embodied subjective…

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, "Shaping Our Schools, Shaping Our Future." It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for place-based environmental education. The extent and…

Reconsidering the origin, process, and outcomes of analogy-making suggests practices for environmental educators who strive to disengage humans from the isolating illusions of dichotomizing frameworks. We can view analogies as outcomes of developmental processes within which human subjectivity is but an element, threading our sense of self back…

In this paper we argue for the need for a thoughtful and intentional pedagogy in experiential environmental learning that educates for empathetic relationships with humans, nonhuman others, and natural systems, or field philosophy. After discussing the tensions in various ecofeminist perspectives, we highlight relevant ecofeminist ideas and thread…

This paper uses an innovative building-less Canadian public elementary school and its accompanying large-scale research project to consider the characteristics that might be required of a teacher interested in working in an emergent, environmental, place- and community-based experiential public school setting. The six characteristics considered…

In recent decades, indigenous knowledge has been added to the environmental education agenda in an attempt to address the marginalization of non-western perspectives. While these efforts are necessary, the debate is often framed in terms of a discourse of victimization that overlooks the agency of the people we refer to as marginalized. In this…

In response to the call of curriculum reforms at the international, national, and local levels, we conceptualize an eco-mentorship program and envision a learning garden alternative practica. We aim to advance a framework enabling the innovation of Indigenous environmental studies, eco-justice education, and Western scientific environmental…

This article addresses the interface between environmental and humane education, as a theoretical and practical emerging field in Brazil. We begin by presenting conceptual similarities that, in our view, underpin and justify the need for a growing connection between the two fields of research and educational practice. We then describe an…

This article discusses how the cultural commons that exist in every community, both rural and urban, carry forward the intergenerational knowledge and skills that enable people to live more mutually supportive lives that are less dependent upon consumerism and that have a smaller ecological footprint. Also discussed is why public schools and…

This article presents a collection of postcards, titled "postcartographia," which is excerpted from an atlas of Mapwork and is one component of a gallery exhibition with the same title. Incorporating photography and poetic text, the postcards explore aesthetic approaches to knowing in the world, specifically, aesthetic ways of knowing places and…

This article explores the intersection of art education and place-based education as a means of developing ecological literacy. The author advocates the development of a model of place-based art education, one that integrates the real-world, community-centred learning of place-based education with the affective, subjective orientation of art…

This article aims to contribute to the debate about the moral and ethical aspects of education for sustainable development by suggesting a clarification of ethics and morals through an investigation of how these aspects appear in educational practice. The ambition is both to point to the normative dangers of education for sustainable development…

In Australia there has been a rapid move to an acceptance of education for sustainability as mainstream environmental education. We argue that education for sustainability, with its platform of assisting individuals in making apparently informed decisions to create a more sustainable world, is at some distance from promoting more ethically-based…

Michel Foucault's concept of power/knowledge is applied to an exploration of how managerial discourse affects the practice of public environmental education at a publicly owned electric utility. Emerging from interviews with people at SaskPower is a managerial discourse with a particularly instrumental approach to environmental education. The aim…

This paper discusses the conceptual foundations for "Education for Sustainable Patterns of Living," the mission of the Center for Ecoliteracy in California. It offers an operational definition of ecological sustainability, and proposes study of living systems as a framework for understanding ecology. It considers key concepts for…