Abstract
We tend not to question the implications of the terms we use in environmental education and its ever-changing names, purposes, and goals. Digging deeper into well-worn and accepted meanings from the early nineteenth-century movements integrating place-based nature study since John Dewey through conservation and outdoor education, the tensions in the historical realization of the field are traced. A critique of the social manifestations, political purposes, and philosophical grounding of environmental education is developed in relation to (1) shifts in the definition of its terms; (2) conceptual transformations of the discipline; (3) ecological issues; and (4) pedagogical imperatives. The resulting historicity takes into account initiatives from UNESCO to Agenda 21 and NAAEE to provide an ecology of environmental education.
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Jagger, S. (2019). An Ecology of Environmental Education. In: Trifonas, P. (eds) Handbook of Theory and Research in Cultural Studies and Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-01426-1_27-1
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DOI: https://doi.org/10.1007/978-3-030-01426-1_27-1
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