Environmental education for democracy and social justice in Costa Rica

Abstract

This study focused on how democratic values and citizenship education are promoted through environmental education in Costa Rica. Data were collected through the examination of textbook and curriculum guides and interviews with classroom teachers. The qualitative study utilized Bowers' (2001) and Gruenewald's (2003) theories of eco-justice and critical place-based pedagogy to analyze Costa Rican elementary environmental education curriculum and its relationship to social justice and democracy. Findings suggest that the curriculum did promote environmental sensitivity and, to a lesser extent, democratic values and social justice. More importantly, the study found that the curriculum allowed teachers to become environmental advocates who encouraged their students to actively interrogate and analyze contradictions between the reality in their communities and official economic and environmental policies.