This article connects world culture and local culture literatures to enhance understanding of educational globalization. Specifically, I examine the worldwide expansion of environmental education organizations (EEOs), which are important catalysts in promoting environmental education. I use a mixed-methods research design: (a) multivariate analysis of quantitative data for 108 countries between 1977 and 2002 to model the expansion of EEOs and (b) a case study of Israel to examine implementation work of EEOs and governmental agencies. Findings indicate that the number of EEOs is associated with global processes, as suggested by the world culture approach. Implementation of environmental education, however, varies dramatically and is shaped by domestic forces, as suggested by the local culture approach. Implications of these patterns are discussed.

https://www.jstor.org/stable/10.1086/661632

Bridging the Global and Local in Understanding Curricula Scripts: The Case of Environmental Education

Environment and Society: Education and Public Awareness for Sustainability

The likelihood of adverse health impacts from climate change is high. Actions to reduce emissions, however, not only mitigate climate change but often have more immediate health co-benefits. One substantial co-benefit is gained through reductions of the high health costs of pollution from fossil fuel power stations, particularly coal. Evidence indicates that the combustion of coal for electricity is responsible for over 200,000 deaths globally per year. Reducing such deaths is a health co-benefit of greenhouse mitigation actions that promote renewable energy or energy efficiency. Together, health co-benefits of mitigation and the health risks of climate change strengthen the calls from climate action networks for cleaner energy production and for other initiatives to reduce greenhouse emissions. The purpose of this scholarly review is to highlight the value of reframing climate change as a health issue to environmental movements and to environmental education and environmental education research. The purp...

Environmental Education and the Health Professions: Framing Climate Change as a Health Issue.

This thesis reports on a study of the experiences and beliefs of a sample of marine educators from both Canada and Australia. It investigates the educators’ narratives in order to explore their role in regards to their interactions and relationships between and with policy, community and education within the marine education context.

/pdf/marine-educators-linking-personal-commitment-education-and-4l7vqpnavr.pdf

Marine educators: Linking personal commitment, education and public policy

In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al. 2011) seek to identify the necessary components of science education in Indigenous settings. Using a review of current research in informal science education in Indigenous settings, along with personal interviews with American educators engaged in these programs, the authors suggest some effective practices to use Indigenous ways of knowing to strengthen science programming. For the past 4 years, we have been interested in the importance of place in culturally relevant science education. We have explored the role of place and have used Gruenewald’s critical pedagogy of place (2003) to examine the importance of place in a variety of Indigenous contexts. In response to Mack and colleagues, in this paper we explore the importance of place as a means to reinhabituate Indigenous youth who live in urban, First Nation, and rural Costa Rican contexts.

The Importance of Place in Indigenous Science Education.

This article traces the development of the World Environmental Congress movement and its establishment as an important international forum. Reflecting on the 5th Congress, it notes the particular c...

Bob Jickling

Papers

Reflecting on the 5th World Environmental Education Congress, Montreal, 2009