Environmental Education: Arguing the Case for Multiple Approaches

Develops existing arguments about the need to rethink ways in which environmental education is conceptualized, interpreted, and enacted by schools, teachers, and students working in their communities. In doing this, the authors (1) critique what they see as the narrowing and constraining influence that socially critical theory has exerted over the field and (2) call for multiple approaches, carefully and communally deliberated on, to deliver the (environmental) educational goals deemed appropriate and necessary by schools and communities. Such an approach, it is argued, will likely be cross-disciplinary and multi-faceted in that it will be informed by a combination of traditions and ideological persuasions which together will offer more than any one could alone.