Hostname: page-component-8448b6f56d-tj2md Total loading time: 0 Render date: 2024-04-24T06:50:04.734Z Has data issue: false hasContentIssue false
  • English
  • Français

Environmental Education and Politics: Snakes and Ladders Revisited

Published online by Cambridge University Press:  23 June 2015

David Chapman
David Chapman*
Affiliation:
Massey University College of Education
*
†Department of Technology, Massey University College Of Education, Private Bag 11-222, Centennial Drive, Palmerston North, New Zealand. Email: D.J.Chapman@massey.ac.nz
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper revisits the history of environmental education in Australia in the 1970s and 1980s and draws parallels between these and current events in four countries, including Australia. It is argued that little has changed and that few environmental educators confront the inherently political nature of their work. It is concluded that environmental education activity must adopt a wider scope that includes political activity if progress is to be made.

Keywords

EnvironmentEducationPoliticsGood practiceCritical reflection
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 20 , Issue 2 , 2004 , pp. 23 - 30
Copyright
Copyright © Cambridge University Press 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bolstad, R., Cowie, B., & Eames, C. (2004). Environmental education in New Zealand schools: Research into current practice and future possibilities (Vol 1). New Zealand, Ministry of Education.Google Scholar
Bourne, G. (2004). Getting our inspiration: Ideas for sustainability. Retrieved June 2004, from http//www.epa.nsw.gov.au/resources/gough.pdf.Google Scholar
Department of Education and Training (2001). Environmental education policy for schools. Bankstown, NSW: NSW Department of Education and Training.Google Scholar
Elliot, J. (1995). The politics of environmental education: a case study. The Curriculum Journal, 6(3), 377–393.CrossRefGoogle Scholar
Fien, J. (1997). Stand up, stand up and be counted: Undermining myths of environmental education. Australian Journal of Environmental Education, 13, 21–26.CrossRefGoogle Scholar
Gough, A. (2004). Achieving “sustainability education” in primary schools as a result of the Victorian Science in Schools Research Project. Retrieved June 2004, from http//www.epa.nsw.gov.au/resources/gough.pdf.CrossRefGoogle Scholar
Greenall, A. (1987). A political history of environmental education in Australia: Snakes and ladders. In Robottom, I. (Ed.), Environmental Education: Practice and Possibility (pp. 3–21). Geelong: Deakin University Press.Google Scholar
Huckle, J. (1991). Education for sustainability: Assessing pathways to the future. Australian Journal of Environmental Education, 7, 43–62.CrossRefGoogle Scholar
Huckle, J. (1993). Environmental education and sustainability: A view from critical theory. In Fien, J. (Ed.), Environmental Education: A Pathway to Sustainability (pp. 43–68). Geelong: Deakin University Press.Google Scholar
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–178.CrossRefGoogle Scholar
Lavery, A. H., & Smyth, J. C. (2003). Developing environmental education, a review of a Scottish project: International and political influences. Environmental Education Research, 9(3), 359–383.CrossRefGoogle Scholar
Lousley, C. (1999). (De)Politisizing the environment club: Environmental discourses and the culture of schooling. Environmental Education Research, 5(3), 293–304.CrossRefGoogle Scholar
Ministry of Education. (1999). Guidelines for Environmental Education in New Zealand Schools. Wellington: Learning Media.Google Scholar
Ministry of Education. (2002). Curriculum Stocktake Report. Wellington: Ministry of Education.Google Scholar
New Zealand Government (2003). Education priorities for New Zealand. Wellington: New Zealand Government.Google Scholar
Oulton, C., & Scott, W. (2000). A time for revisioning. In Moon, B., Ben-Peretz, M., & Brown, S. (Eds.), Routledge Comanion to Education (pp. 489–501). London: Routledge.Google Scholar
Parliamentary Commissioner for the Environment. (2004). See change: learning and education for sustainability. Wellington: PCE.Google Scholar
Papprill, J. (2004). Teaching for a sustainable future: Work in progress at Christchurch Girls High. New Zealand Journal of Geography 117, 24–28.CrossRefGoogle Scholar
Pieters, M., (2003). Experiences with interdisciplinary curricula. In Kyburz-Graber, R., Posch, P. & Peter, U. (Eds.), Challenges in teacher education: Interdisciplinarity and Environmental Education (pp. 63–80). Innsbruck: Studienverlag.Google Scholar
Plant, M. (2001). Critical realism: A common sense philosophy for environmental education. Proceedings ofthe conference of the Association for Teacher Education in Europe. Retrieved December 2002, from http:/www.lhs.se/proceedings.html.Google Scholar
Reid, A. D., & Nikel, J. (2003). Researchers and research in environmental education: A critical review essay on Mark Rickinson's report on learners and learning. Environmental Education Research, 9(2), 149–165.CrossRefGoogle Scholar
Rickinson, M. (2001). Learners and learning in environmental education: A critical review ofthe evidence. Environmental Education Research, 7(3), 207–320.CrossRefGoogle Scholar
Tilbury, D. (2004). UN decade for sustainable development: Implications for geography teachers. New Zealand Journal of Geography 117, 14–16.CrossRefGoogle Scholar
UNESCO-UNEP. (1978). The Tbilisi Declaration. Connect, III(1), 1–8.Google Scholar
Walker, K. (1995). The teaching and learning of environmental education in N.S.W. primary schools: A case study. Australian Journal of Environmental Education, 11, 121–129.CrossRefGoogle Scholar