The purpose of this 2-year study was to investigate Malawian teacher educators’ perspectives and dispositions toward teaching about ecological sustainability issues in Malawi, a developing country in sub-Sahara Africa. This study was embedded in a larger theoretical framework of investigating earth systems science through the understanding of nature–knowledge–culture systems from local, place-based perspectives. Specifically, we were interested in learning more about eco-justice issues that are related to environmental degradation in Malawi and the potential role of inquiry-oriented pedagogies in addressing these issues. In a science methods course, the African educators’ views on deforestation Correspondence to: George E. Glasson; e-mail: firstname.lastname@example.org This paper was edited by former Section Coeditors Eva Krugly-Smolska and Peter C. Taylor. C © 2006 Wiley Periodicals, Inc.