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Expanding the Field: Revisiting Environmental Education Principles Through Multidisciplinary Frameworks

Cole, Anna Gahl·2007·The Journal of Environmental Education
DOI 10.3200/joee.38.1.35-46
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Abstract

In response to calls for discourse that builds on the substantive structure of environmental education in efforts to further the scope of the field, this article reexamines key principles of environmental education through the multidisciplinary lenses of critical pedagogy, the environmental justice movement, and more recent definitions of place-based education. Understanding that environmental education's key concepts of environment and environmental literacy are culturally specific—not universal—ideas opens the field for more diverse, locally appropriate, and inclusive pedagogies. By reflecting on environmental education's shortcomings in the field, revisiting its foundational concepts and themes, and integrating multidisciplinary methodologies, the author makes a case for broadening the scope of what is included in environmental education discourse and continuing to challenge the present and future of its theory and practice.

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  • What is often missing in such environmental education is the 'question of history, culture, politics and power'.

    “In other words, what is often missing in such environmental education is the 'question of history, culture, politics and power' (Cole 2007, 36).”

    From An African-centred approach to land education (2014) · cites this paper as Cole 2007, 36

  • Such approaches have often neglected to focus on lived experiences in society, the diversity of lived environments, and the ways in which environments are also products of social processes.

    “Regrettably, such approaches have often neglected to focus on lived experiences in society, the diversity of lived environments, and the ways in which environments are also products of social processes.”

    From An African-centred approach to land education (2014) · cites this paper as Cole 2007

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Research works printed but not linked: 23

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  2. Bullard, R. D. (1990). Dumping in Dixie: Race, class, and environmental quality. Boulder, CO: Westview Press.
  3. Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Durango, CO: Kivakâi Press.
  4. Cronon, W. (1995). The trouble with wilderness: Or, getting back to the wrong nature. In W. Cronon (Ed.), Uncommon ground: Rethinking the human place in nature (pp. 69-90). New York: WW Norton.
  5. Disinger, J. F. (2001). K-12 education and the environment: Perspectives, expectations, and practice. The Journal of Environmental Education, 33(1), 4-11. · DOI
  6. Giroux, H. A. (1987). Literacy and the pedagogy of political empowerment. In P. Freire & D. Macedo (Eds.), Literacy: Reading the word and the world (pp. 1-27). South Hadley, MA: Bergin & Garvey.
  7. Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 2-12. · DOI · Paper page
  8. Haraway, D. (1999). Situated knowledges: The science question in feminism and the privilege of partial perspective. In M. Biagioli (Ed.), The science studies reader (pp. 172-188). London: Routledge.
  9. Hungerford, H. R. (2002a). Environmental educators: A conversation with John Disinger. The Journal of Environmental Education, 33(2), 5-12. · DOI
  10. Hungerford, H. R. (2002b). Environmental educators: A conversation with Rick Wilke. The Journal of Environmental Education, 33(4), 4-9. · DOI
  11. Hungerford, H. R. (2005). The myths of environmental education, revisited. In H. R. Hungerford (Ed.), Essential readings in environmental education (2nd ed.). Champaign, IL: Stipes.
  12. Lanza, D. (2005). Tapping the well of urban youth activism: Literacy for environmental justice. In M. K. Stone & Z. Barlow (Eds.), Ecological literacy: Educating our children for a sustainable world (pp. 213-226). San Francisco: Sierra Club Books.
  13. Latour, B. (1999). Pandora's hope: Essays on the reality of science studies. Cambridge, MA.: Harvard University Press.
  14. McDowell, L. (1999). Gender, identity and place: Understanding feminist geographies. Cambridge, UK: Polity Press.
  15. McKeown-Ice, R., & Dendinger, R. (2000). Socio-political-cultural foundations of environmental education. The Journal of Environmental Education, 31(4), 37-45. · DOI
  16. Orr, D. W. (2005). Place and pedagogy. In M. K. Stone & Z. Barlow (Eds.), Ecological literacy (pp. 85-95). San Francisco: Sierra Club Books.
  17. Salmon, J. (2000). Are we building environmental literacy? The Journal of Environmental Education, 31(4), 4-10. · DOI
  18. Simmons, D. A. (1989). More infusion confusion: A look at environmental education curriculum materials. The Journal of Environmental Education, 20(4), 15-18. · DOI
  19. Stapp, W. B., Bennet, D., Bryan, W., Fulton, J., Swan, J., Wall, R., et al. (1969). The concept of environmental education. The Journal of Environmental Education, 1(1), 30-31. · DOI
  20. Turner, R. L., & Pei Wu, D. (2002). Environmental justice and environmental racism: An annotated bibliography and general overview, focusing on U.S. literature, 1996-2002. Berkeley, CA: Berkeley Workshop on Environmental Politics.
  21. United Nations Educational, Scientific, and Cultured Organization. (1978). Final report intergovernmental conference on environmental education. Tbilisi, USSR: Author.
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  23. Wilke, R. (1995). Environmental literacy and the college curriculum. EPA Journal, 21(2), 28-30.

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Metadata

Authors
Cole, A. G.
Venue
The Journal of Environmental Education
Publisher
Informa UK Limited
Published
2007-01
Volume
38
Issue
2
Pages
35-45
ISSN
  • 0095-8964
  • 1940-1892
DOI
10.3200/joee.38.1.35-46
Cited by
78
References
0
Language
en

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