Preface 1.Curriculum and environmental education: perspectives, priorities and challenges 2. A non-technical introduction to curriculum challenges for and from environmental education 3. How to understand curriculum challenges for and from environmental education Part I: Perspectives on Curriculum and Environment Education 4. Environmental education and the issue of nature 5. Littered with literacy: an ecopedagogical reflection on whole language, pedocentrism and the necessity of refusal 6. From epistemology to ecopolitics: renewing a paradigm for curriculum 7. Sustainability and the learning virtues 8. Ideology, political education and teacher education: matching paradigms and models 9. Ecological consciousness and curriculum Part II: Accounting for Curriculum in Environmental Education 10. Environmental education and the secondary school curriculum 11. Subjects for Study: Aspects of a Social History of Curriculum 12. Greening the future for education: changing curriculum content and school organization 13. Globalization and environmental education: looking beyond sustainable development 14. Environmental Studies Courses in Colleges of Education 15. Environment in the curriculum: representation and development in the Scottish physical and social sciences Part III: Changes in Curriculum for Environmental Education 16. Environmental and health education viewed from an action-oriented perspective: a case from Denmark 17. Implementing curriculum guidance on environmental education: the importance of teachers beliefs 18. Curriculum change and climate change: Inside outside pressures in higher education 19. Towards a socially critical environmental education: water quality studies in a coastal school 20. Teacher receptivity to curriculum change in the implementation stage: the case of environmental education in Hong Kong 21. Complementary curriculum: the work of ecologically minded teachers Conclusion: Curriculum, critique and crisis in environmental education
This collection traces the development and findings of curriculum studies of environmental education since the mid-1970s. Based on a virtual special issue of the Journal of Curriculum Studies, the volume identifies a series of curriculum challenges for and from environmental education. These include key questions in curriculum politics, planning and implementation, including which educative experiences should a curriculum foster and why; what the scope of a worthwhile curriculum should be and how it should be decided, organised and reworked; why distinctive curricula are provided to different groups of students; and how curriculum should best be enacted and evaluated?
The editor and contributors call for renewed attention to the possibilities for future directions in research, in light of previously published work and innovations in scholarship. They also offer critical commentary on curriculum, critique and crisis in environmental education, through new material and previous studies from the journal, by addressing three key themes: perspectives on curriculum and environment education; accounting for curriculum in environmental education; and changes in curriculum for environmental education.
