<p> This qualitative case study explores the intersection of social justice pedagogy and Outdoor Experiential Education (OEE) sense of place and belonging curriculum. The purpose of this study was to gain a comprehensive understanding of, and engage in critical analysis of how students systematically marginalized by race, ethnicity, and/or class experienced sense of place and belonging in OEE. Data was collected through in-depth interviews of OEE Students and Interns of Color, and White OEE field instructors at one program site, as well as through the critical textual analysis of program materials. Theoretical and conceptual frameworks for this study used Critical Race Theory, critical multiculturalism, the cultural construction of the Outdoors, and core concepts from OEE scholarship. Data analyses revealed existing institutional and curricular inequities in OEE for Students of Color. To address these systemic inequities, findings supported the adoption of social justice pedagogy across the field of OEE. Specific recommendations for future practice as a result of the research included the implementation of equity and inclusion trainings for field instructors, professional development programs for OEE field instructors and administrators of Color, and the development of curriculum across the field of OEE to understand the implications of the cultural construction of the Outdoors in order to better serve a racially and ethnically diverse OEE student population.</p>

Environmental education (EE) has been an evolving field which came out of concern for the environment in the 1960's and 1970's. As a focus of international conferences and agreements, it impacted on school curricula in most parts of the world, although, for Tanzania, it is a new field in formal education and an often challenging one. With the influence of contemporary focus on participation in EE, in 2004 the Ministry of Education in Tanzania suggested the integration of environmental education into every subject in the curriculum. However, little is known currently in Tanzania about the response of people who have a stake in education to this suggestion, and in particular about their participation in EE. This study sought to explore stakeholders' views of involvement and participation in EE in Tanzania. The three specific questions in this study related to stakeholders' views on EE; stakeholders' perceptions of their roles and involvement in EE; and stakeholders' perceptions of collaboration in the implementation and development of EE in schools in Tanzania. The study adopted an interpretive methodology framework. Purposeful sampling strategy was used and the sampled participants consisted of two schools, 100 students, seven teachers, four school leaders, 56 parents, three government and two EE agencies officials, all from the Dar es Salaam region, Tanzania. The methods used for data collection included semi-structured interviews with teachers, school leaders, government, and EE agency officials and open-ended questionnaires with students and parents. Data analysis followed qualitative and quantitative procedures. The findings of this study indicated that the views and teaching of EE amongst participants was limited to education about the environment. Little emphasis was given to education in and for the environment. Roles and involvement with EE related activities focused on teaching about the environment, and training teachers, while only a few respondents indicated involvement with activities that reflected ii environment action such as cleanliness, planting trees and gardening. The challenges with respect to the implementation of EE were noted to be limited time, and resources, and lack of training and funds. Participants considered that through collaboration stakeholders in Tanzania can contribute their resources in terms of time, funds and expertise and participate to enhance EE initiatives and developments, e.g. training of teachers, improving teaching, children's learning and behaviour, and supporting school-community developments e.g. take an issue-based approach to address local problems, etc. It appeared that success of collaborative initiatives depends on the participation and commitment of individuals; cooperation and coordination of resources and expertise, as well as leadership. The findings highlight several implications and suggestions for future research such as the need for support for stakeholders in Tanzania to develop an understanding of the contemporary focus of EE; teacher support to challenge their current practices and use active teaching and learning pedagogies; leadership support to initiate and sustain collaborative culture in schools; stakeholders' collaboration in EE initiatives; flexible curricula to allow issue-based and action oriented approaches; as well as community involvement in curricula decisions and school collaborative activities.

We live during a period of unparalleled, human-caused, systemic disruption of the biosphere and the very processes that sustain life on Earth. As such, it is important that we critically assess the beliefs and corresponding actions that have led us to our present state. By allowing destructive habits of being to disintegrate, we can then direct our intellectual, emotional, individual, and collective energy toward eco-social restoration. Destructive practices can be learned and unlearned. The following essay considers how the convergence of ecological thought and poetic inquiry can support the learning of embodied and restorative cultural practices. Responding to the present state of cultural disconnection from life's organic cycles, it strives to "re-story," in form and content, the dominant Western cultural narrative. Eco-social restoration is discussed within the context of popular environmental thought, traditional education, eco-poetry, and the politics of place.

The purpose of this study was to determine the views of educators regarding integration of environmental education into the school curriculum in the Mafikeng District of the North-West Province. The survey population was drawn from the Mafikeng District of the North West Province. The respondents for this study were drawn from the six education circuits in the Mafikeng District. There are 1 02 primary schools in the Mafikeng District. Out of I 02 primary schools, fifty-two (n =52) were randomly selected. In each circuit, fifty percent (50%) of the primary schools were randomly selected to participate in the · study. In each school, six educators were also randomly selected to participate in the study. A total number of participants for this study was 312 (n = 312). A questionnaire was the primary tool used for collecting data for this study. Both open and closed-ended questions were used. The aim of the questionnaire was to obtain information on issues and challenges facing educators in integrating environmental education into the outcomes-based education curriculum. The questionnaire was administered to 312 (n = 312) educators. Out of the total sample, 219 (70%) respondents returned usable questionnaires. For data analysis, content analysis method was employed. Frequencies, percentages and tables were also used in the analysis of data. The findings revealed that respondents were aware of the importance of incorporating environmental learning into school curriculum. However some of them stated that integration of environmental education should only happen in certain learning areas such as Human and Social Sciences and Natural Sciences where environmental aspects are self-evident and obvious. The study also revealed that some educators struggle to integrate environmental education into their learning areas because they still encounter problems in implementing the present curriculum, that is Outcomes-Based Education (OBE). Furthermore, it was revealed that the challenges facing integration of environmental education into the school curriculum included lack of both physical and human resources and lack of knowledge and understanding of environmental education. It was concluded that the success of integration of environmental education into the school curriculum would depend on a number factors. The most pressing one was better access to resources, especially learning support materials and more in-service training for more knowledge and information about environmental education. Furthermore, putting in place school-based support services to conduct workshops regularly, will enhance the integration processs of environmental education into the school curriculum as this will minimise the gap between in-service training and long waited periods for follow-ups, are recommended. / Thesis (M.A.) North-West University, Mafikeng Campus, 2003

Thesis (M.Env.St.) -- University of Adelaide, Mawson Graduate Centre for Environmental Studies, 1999. / Bibliography: leaves 98-102.

Thesis (M.Env.St.)--University of Adelaide, Mawson Graduate Centre for Environmental Studies, 1999. / Bibliography: leaves 111-125.

Thesis (Ph. D., Conservation Social Sciences)--University of Idaho, December 2007. / Major professor: Steven J. Hollenhorst. Includes bibliographical references (leaves 312-320). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.Inst.Agrar.(Plant Protection))-Universiteit van Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.)--University of Wisconsin Stevens Point, 2009. / Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education), College of Natural Resources.

Thesis (M. Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves (179-180). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004 & res_dat=xri:pqdiss & rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation & rft_dat=xri:pqdiss:MR29587.