Schooling and environmental education: contradictions in purpose and practice

Stevenson, Robert B.

doi:10.1080/13504620701295726

Cited by 399 publications

(300 citation statements)

References 10 publications

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“…However, this high diversity is perplexing in terms of pedagogical framework of implementation. Stevenson (1987) brought to the center of attention the discoursepractice gap and argued that one of the contributing factors is that issues of practice have been silenced within the discourse of the field (Stevenson, 2007). In line with this claim, we would like to argue that throughout the three decades of EE practices within school systems and the later entree of ESD, the contents of the curricula have undergone profound changes, but the practiced pedagogy has not.…”

Section: Introductionmentioning

confidence: 84%

ESD Pedagogy: A Guide for the Perplexed

Eilam

Trop

2010

The Journal of Environmental Education

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ABSTRACT:The present article addresses issues regarding implementation of Education for Sustainable Development (ESD) within the formal education systems. In particular, it aims at identifying the basic essential components of ESD pedagogy. We present a theoretical pedagogical framework based on accumulating theory and experience in the field. The framework aspires to encompass the majority of prevailing pedagogies within a simple set of four basic principles. It will be argued that the four principle pedagogies are basic and indispensable prerequisites for achieving the goals of ESD. As such, lack of one suffices to undermine the ESD's pedagogical construct.

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Section: Introductionmentioning

confidence: 84%

ESD Pedagogy: A Guide for the Perplexed

Eilam

Trop

2010

The Journal of Environmental Education

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“…The primary role of schools is to transmit cultural knowledge, skills and values. According to Stevenson (2007), schools are faced with the challenge of finding the culture it is to transmit. In this research, it was found that students believe that institutional structures are important in order to accumulate knowledge.…”

Section: Structurementioning

confidence: 99%

“…Environmental education (EE) plays a vital role in ensuring that society is knowledgeable on the aspects of sustainable development such as poverty alleviation, economic growth, marginal costs and marginal benefits of preserving natural resources. EE first manifests in the promotion of nature and outdoor study in primary schools and later in the conservation movement (Stevenson, 2007). Importantly, when it comes to taking care of natural resources for future generations, ensuring sustainable usage and maintaining our valued environment, education plays an important role.…”

Section: Introduction 21mentioning

confidence: 99%

“…of appraising of environment, formulating moral codes concerning environmental issues, and participating actively in environmental improvement (Stevenson, 2007). Furthermore, EE is concerned not only with social reconstruction to reduce exploitation of the environment, but also with the avoidance of social injustices in the process of that reconstruction.…”

Section: Introduction 21mentioning

confidence: 99%

“…This paper looks at students' grasp of the concepts of EE, against the background of ideologies which advocate for environmental reform, which require from the students to engage in ideological and critical enquiry (Stevenson, 2007). Students need to be aware of the current situation and be able to deliberate on EE integration in the school curriculum.…”

Section: Introduction 21mentioning

confidence: 99%

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Perceptions of youth about the integration of natural resource economics through environmental education in schools: a realist social perspective

Msezane¹

2017

Environmental Economics

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The purpose of this paper is to delineate the perceptions of grade 12 students about the integration of environmental economics through environmental education into the South African Curriculum and Assessment Policy Statement (CAPS). Margaret Archer’s (1995) Realist social theory (RST): the morphogenetic approach provides the meta-theoretical framework that informs this study. RST deals with the concepts of structure, culture, agency, pre-existing structures, position-practice systems and mechanisms that have impact on the economic growth and welfare of the society. Data was collected through focus-group interviews with ten students who were purposefully selected from a classroom of 80 students. In addition, a qualitative research approach was used in this study to describe perception of youth about proper utilisation of scarce natural resources. The inductive analysis approach was used to interpret raw data sourced from the participants.The results of this paper revealed that even though youth have been taught principles of environmental education which consist of natural resource economics as a cross-curricular topic, some do not appreciate the importance of efficient use of natural resources in the reduction of poverty and welfare of future generation. Further, the youth believe that environmental issues such as land degradation, water and air pollution, and improper solid waste disposal can be alleviated through activities that can be done outside the classroom. However, some participants noted that the local government has to provide financial support for programmes that encourage natural resource sustainability in the schools.

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Critical education for sustainability and Chantal Mouffe's green democratic revolution

Huckle

2023

The Curriculum Journal

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How should the curriculum for older school students address the transition to sustainable futures? This article seeks to answer this question by reference to the marginalisation of education for sustainability (EfS) in England after 2010; its re‐emergence around 2020, prompted largely by students' protests over climate change: and the continuing need for critical approaches that acknowledge the contested nature of sustainability. Gramsci's theory of hegemony as developed by Gilbert and Williams, is used to explain the marginalisation of EfS while Mouffe's advocacy of a green democratic revolution, shaped by a blend of eco‐socialist, post‐developmental and decolonial thought, suggests what a critical EfS should cover and why it should be linked to radical global citizenship education. Neoliberal, socially democratic and eco‐socialist discourses of sustainability and a green transition should feature in the curriculum and agonistic pedagogy should be employed to enable students to reflect and act on these and so develop their political literacy. The Curriculum for Wales can accommodate such pedagogy and an incoming Labour government in Westminster can learn from its example.

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Schooling and environmental education: contradictions in purpose and practice

Cited by 399 publications

References 10 publications

ESD Pedagogy: A Guide for the Perplexed

ESD Pedagogy: A Guide for the Perplexed

Perceptions of youth about the integration of natural resource economics through environmental education in schools: a realist social perspective

Critical education for sustainability and Chantal Mouffe's green democratic revolution

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