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Curriculum theory in four graduate residencies in environmental education : a critical philosophical inquiry.
Idaho, Univ., Ph. D., Conservation Social Sciences, 2007
Abstract: In spite of 30 years of education for the environment, we have continued to create and perpetuate environmental problems. Common wisdom says that education is a key to solving our environmental crisis, yet it would appear that we have not yet "solved" the issue of how to make this sort of education entirely effective. The preparation of educators is one avenue to consider in efforts to improve the field, yet previous studies have focused on barriers to effective preparation of educators rather than offering suggestions for how this might be approached. The curriculum in four graduate residency models of educator preparation were examined and critiqued with the goal of improving educator preparation for environmentally sensitive education. A critical philosophical inquiry approach framework was used in a case study methodology. Purpose of education, processes, content, context and challenges were described for each curriculum. Common and divergent themes were explored and interpreted using particulars of each case and the literature. Principles to guide a curriculum theory emerged from this analysis and are offered as a starting point for what to consider in the curriculum design of programs for the preparation of educators who will teach in an environmentally sensitive way.