Environmental Education and Science Education: Ideology, Hegemony, Traditional Knowledge, and Alignment

Authors

  • Erminia Pedretti OISE, University of Toronto

Keywords:

environmental education, science education tensions, theory and practice

Abstract

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 policies and practices, and their relationship to science and social responsibility. Accordingly, many programs, policies, and frameworks have emerged worldwide in an effort to understand, develop and implement environmental education. However, amidst shared concern for the environment and the recognition of the central role of education in enhancing human-environment relationships, there exist widely differing discourses and practices under the banner of environmental education (Sauvé, 2005).  In this paper I examine environmental education in relation to:  1) the range of ideological orientations, 2) the hegemony of school-based disciplines, 3) traditional ecological knowledge and wisdom (TEKW), and 4) alignment with science education. This paper stems from my interest in understanding the location (both theoretically and pragmatically) of environmental education discourses in contemporary schooling.  

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Published

2014-11-17

How to Cite

Pedretti, E. (2014). Environmental Education and Science Education: Ideology, Hegemony, Traditional Knowledge, and Alignment. Brazilian Journal of Research in Science Education, 14(2), 305–314. Retrieved from https://periodicos.ufmg.br/index.php/rbpec/article/view/4370

Issue

Vol. 14 No. 2 (2014): Maio-Agosto

Section

Artigos

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