Schooling and environmental education: contradictions in purpose and practice

  title={Schooling and environmental education: contradictions in purpose and practice},
  author={Robert B. Stevenson},
  journal={Environmental Education Research},
  pages={139 - 153}
  • R. Stevenson
  • Published 1 April 2007
  • Education
  • Environmental Education Research
[Introduction] A number of authors have observed a pronounced discrepancy between the problem‐solving and action‐oriented goals associated with the contemporary philosophy of environmental education and an emphasis on the acquisition of environmental knowledge and awareness in school programs (Childress, 1978; Greenall, 1981; Maher, 1982; Robottom, 1982; Volk, et al., 1984). Content analyses have revealed that curriculum materials commonly used for environmental education in Australia and the… 
Schooling and environment in Latin America in the third millennium
This article develops an historical and contemporary Latin‐American perspective on the issues raised by Stevenson’s 1987 article, ‘Schooling and Environmental Education: Contradictions in Purpose and
Environmental Education and Science Education: Ideology, Hegemony, Traditional Knowledge, and Alignment
  • E. Pedretti
  • Education
    Tạp chí Nghiên cứu dân tộc
  • 2018
Environmental degradation and decreasing quality of life have galvanized a generation and launched a resurgence of attention to environmental matters, raising questions about environmental education
Environmental Education and Science Education : Ideology , Hegemony , Traditional Knowledge , and Alignment Educação Ambiental
Environmental degradation and decreasing quality of life have galvanized a generation and launched a resurgence of attention to environmental matters, raising questions about environmental education
Critical Curriculum Theory and Slow Ecopedagogical Activism
Enacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five
Environmental education and teacher development : engaging a dual curriculum challenge
Few events in South Africa have been as dramatic and sudden as the demise of apartheid (the institutionalised separation of ‘races’ in all spheres of life) and the introduction of a majority,
Environmental Education-related Policy Enactment in Japanese High Schools
Over the past decade, Japan’s rich tradition of environmental education-related policy has shifted to encompass international discourse concerning global competition and education for sustainable
Education for the environment: action competence, becoming, and story
A recent United Nations’ report claims that nearly two-thirds of the Earth’s natural systems are unhealthy or failing, and many point to education—environmental education, education for sustainable
Conceptions of environmental education in Mexican primary education: teachers’ views and curriculum aims
In formal education systems, environmental education is often neglected or in a state of disunity with the rest of the subjects in the curriculum. At school and classroom levels, this is amplified
Schooling and environmental/sustainability education: from discourses of policy and practice to discourses of professional learning
The gap between policy rhetoric and school practices in environmental education has not only persisted but probably increased over the past twenty years, given the contested advent of education for
Developing an ‘Activist Mentality’ in an Environmental Science Course
This chapter presents a framework for understanding the goals of the Environmental Science course, including promoting an activist mentality, through Kempton and Holland’s (Identity and sustained


Contestation and continuity in educational reform : a critical study of innovations in environmental education
This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and
The Controlling Curriculum and the Practical Ideology of Teachers
Recently, in the first coherent attempt at an overview of curricular ideologies in Australia and their possible future directions, Peter Musgrave (1979: 37-39, Ch. 6) has argued that Australian
The Radical Perspective on Social Studies: A Synthesis and Critique
Abstract Radical writing in education suggests a) that emancipation should be the guiding social ideal; b) social life should be understood largely in terms of such concepts as domination, autonomy,
A National Survey of Curriculum Needs as Perceived by Professional Environmental Educators
Abstract The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment
Theory and Practice in Educational Administration
We school administrators, like “practical” men everywhere, claim to have little use for theory. In this we delude ourselves, for we all theorize. The real distinction lies not between theory and
A Place Called School
This is the revolutionary account of the largest on-scene study of U.S. schools ever conducted, which provides compelling evidence that what the authors have will not do, and that only a thorough revolution can bring the reality of the school closer to its ideal.
Ethics of Environmental Concern
Examining traditional attitudes toward nature and the degree to which these attitudes enable people to cope with modern ecological problems, Robin Attfield looks particularly at the Judaeo-Christian
Ideology and the Curriculum
Preface to the 25th Anniversary Third Edition Preface to the Second Edition 1. On Analyzing Hegemony 2. Ideology and Cultural and Economic Reproduction 3. Economics and Control in Everyday School
Theoretical Studies Towards a Sociology of Language
The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the
From communication to curriculum
In "From Communication to Curriculum," Douglas Barnes argues that the kind of personal and conversational interaction that exists between teacher and pupil is a crucial aspect of the learning