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DOI

10.14221/ajte.2002v27n1.2

Abstract

This paper accommodates teachers with an interest in environmental education and links associated with Society and Environment, Science, and Technology and Enterprise learning areas. The role of globalisation and its impact upon environmental education reform are discussed. The Western Australian Curriculum Framework (Curriculum Council 1998) and the potential problems of metalanguage that a teacher faces when considering environmental reform are introduced. Several paradigms are introduced to underscore the complexity faced by initiating what I term ecopedagogy. Finally, four key principles that position a case for an ecopedagogy built upon a partnership ethic are offered. The principles are elaborated as: • Equity as a relationship between human and non-human communities. • Moral consideration for humans and diverse life forms. • Respect for cultural diversity and biodiversity. • Inclusivity of women and men, minorities, and diverse life forms all codified in an ethical framework accommodating accountability. I see these principles as being consistent with those found in the Curriculum Framework.

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Link to publisher version (DOI)

10.14221/ajte.2002v27n1.2