Transformative Environmental Education: Stepping Outside the Curriculum Box

Julie Johnston

Abstract


Environmental education has become trapped in the curriculum box. At a time when our students’ generation is becoming trapped in a global warming box, their education needs to be rapidly adaptable to the changing state of their planet. Venturing outside the curriculum box takes courage, creativity, and a willingness to let nature serve as the teacher. This paper provides a rationale for stepping outside the box, and discusses my experiences as an environmental education coordinator working to create transformative learning experiences for students.

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Copyright © Canadian Journal of Environmental Education (CJEE) ISSN 1205-5352
Published in cooperation with the Canadian Network for Environmental Education and Communication (EECOM) and Lakehead University