Abstract: In this paper I will point 'education for sustainability' along a pathway provided by critical theory and pedagogy. I will use such theory to examine the nature of ecological crisis, the contradictions inherent in calls for sustainability, and the opportunities and pitfalls for environmental educators in developments prompted by the Brundtland Report. I will suggest that we can establish valid pathways to Our Common Future but that these are likely to be part of a broader and difficult road which leads not only to sustainability but also to greater democracy and justice.
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