Environmental Education in Context: Observations, Conclusions, and Some Recommendations

Abstract

This project was conceived during work on a previous publication for Sense Publishers titled 'Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation' (Coll & Taylor, 2008). The book explored science education in non-Western contexts. We, the editors of the present book, have all been involved in teaching and researching environmental education (EE); three of us have lived and worked in non-Western contexts. Consequently, having completed the Science Education in Context book, we felt that a similar text on EE would be interesting and highly relevant at a time of increasing global concern about the environment. As a relatively recent area of specific educational endeavor, EE is less established and, by its very cross-disciplinary nature, much less tangible than science education. For example, in most curricula, it is not a discrete subject in its own right but is integrated into other subject areas. Furthermore, it can be treated formally in the school system of a country and non-formally through projects in the community. Even within the school system, environmental issues can be taught as part of the core curriculum or through less formal avenues, such as clubs. All of these issues are evident in the various chapters within this book.