Human/Nature Discourse in Environmental Science Education Resources

Abstract

It is argued that the view of nature and the relationship between human beings and nature that each of us holds impacts our decisions, actions, and notions of environmental responsibility and consciousness. In this study, I investigate the discursive patterns of selected environmental science classroom resources produced by three disparate subcommunities: a provincial government, a school district, and a nongovernmental organization. The findings illustrate how the discursive management of the human-nature relationship and the view of nature in programs and materials for schools offer students a particular perspective, acting to shape their personal relationships with nature and environmental consciousness. The study points to a need for a critical appraisal of resources for schools produced by the environmental/science community.