Abstract
This essay adds to the call to maintain diversity within environmental sciences and studies (ESS) curricula. Using two different examples of how ESS curricula get designed for high school students, this essay points to the diverse learning environments out of which college students emerge in the USA as well as the need to maintain epistemological diversity in ESS in the secondary school level. The essay reviews the AP ® Environmental Science curricula as a proxy for how many high school students experience ESS and contrasts this example with a 9th-grade-level curriculum from an independent school to show an alternate way to maintain epistemological diversity with curriculum design and implementation. In drawing attention to the heterodox environments in which ESS curricula can and does live, this essay stresses the role of epistemological diversity in ESS towards the pedagogical and civic goals of ESS itself.
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