EXPLORING THE CONSTITUTION OF ENVIRONMENTAL EDUCATION AS SITUATED, CRITICAL PROCESSES OF LEARNING AND CHANGE: A COLLABORATIVE SYNTHESIS ACROSS DIVERSE REGIONAL CONTEXTS

Abstract

This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine people-environment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change.  We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.