Fifteen years ago we explored the implications of adopting a poststructuralist feminist research methodology in environmental education research and practice. We argued that speaking the world into existence provides multiple ways of thinking about and comprehending environmental knowledge and the way we experience ourselves in space, time, and…

In light of the challenging developmental issues confronting the countries of Latin America, this response article analyzes the power and resistance of education for sustainable development from both theoretical and policy perspectives. Of particular concern are the neo-productivist strategies driving the latest stage of capitalist development.…

Building on self-determination theory, this study presents a model of intrinsic motivation and engagement as "active ingredients" in garden-based education. The model was used to create reliable and valid measures of key constructs, and to guide the empirical exploration of motivational processes in garden-based learning. Teacher- and…

Many universities recognize urgent environmental dilemmas and embrace efforts to move campus operations and university culture toward sustainability. However, the broader academic mission across departments and programs is often slower to connect with sustainability efforts. The Piedmont Project at Emory University offers one model of a faculty…