1. Finding a niche in Environmental Education: the case of paradigms
Dr patricia leme (pazu) Prof Callie loubser
Brazil department of science and technology education
University of south africa

2. statement
Not all environmental education can be regarded as `real’ environmental education

3. Hypothesis
Environmental education definitions/philosophies/paradigms are not aligned and cause confusion in EE.

4. consequences No clear cut aims/goals objectives
No single definition for environmental education
Endless academic debates about the above
Waste of funding

5. DominaNt paradigms Behaviourism (American) Hermeneutic (European)
Social critical thinking (Australia/South Africa/some European countries)

6. TRADITIONAL/REFORMIST VS EMANCIPATORY CRITICAL
OUR CLASSIFICATION
TRADITIONAL/REFORMIST VS EMANCIPATORY CRITICAL

7. Traditional/ reformist Emancipatory / critical
TRENDS iN EE
Traditional/ reformist
Emancipatory / critical

8. TRENDS IN EE EMANCIPATORY TRADICIONAL
Doing our “part” is necessary but not enough to solve environmental problems.
People misbehave in relation to the environment.
Transforming society would occur through the sum of appropriate behaviors of individuals.

9. TRENDS IN EE EMANCIPATORY TRADICIONAL
Identifies specific social actors with different levels of environmental responsibility as well as exposure to risks.
Human beings are causing environmental problems.
Need to increase awareness, starting with children.

10. TRENDS IN EE EMANCIPATORY TRADICIONAL
EE should focus on adults – leaders, decision makers, policy makers, teachers etc risks.
they design policies, teach and influence children and youth, determine future politicians, etc,
EE should have children as a priority audience.
They are more opened to new concepts and values.

11. TRENDS IN EE EMANCIPATORY TRADICIONAL
Educational process is not neutral. It is a political act, a social practice.
EE should be neutral and not include political and aspects.

12. Traditional/ reformist Emancipatory / critical
TRENDS IN EE
Which of these trends do you identify with most?
Traditional/ reformist
Emancipatory / critical
Have you ever discussed theses aspect with your EE partners?

13. Exercise: conceptions, assumptions, clichés
AGREE
DISAGREE
1) The main purpose of Environmental Education (EE) is to transform individual behaviors and habits.
2) The educator should not mix political aspects with educational interventions.
4) We need more laws to force people to become more environmental friendly.
3) Environmental education works only with children.

14. CONCLUSION
It is for each actor to identify their own educational “niche” in EE, depending on the particular context of their action, the target group and the resources available to them.
Each specific activity or project should be seen as complementary to and preferably integrated with those of the other EE actors and with other associated dimensions of basic education
Because it is so wide-ranging and demands in-depth changes, environmental education is indeed difficult to carry out. It calls for the involvement of the whole educational community: schools, museums, parks, municipalities, community organisations, firms, etc. It is
for each actor to identify their own educational “niche” in EE, depending on the particular
context of their action, the target group and the resources available to them: the issue is to choose objectives and strategies that are relevant and realistic without forgetting the full range of other possible objectives and strategies. Each specific activity or project should be seen as
complementary to and preferably integrated with those of the other EE actors and with other
associated dimensions of basic education, in particular citizenship education (focused on an
awareness of human diversity and more specifically on questions of democracy, peace and
solidarity) and health education (associated inter alia with issues of nutrition, outdoor education
and risk education).