Review: International Handbook of Research on Environmental Education

Abstract

Review: International Handbook of Research on Robert B. Stevenson, Michael Brody, Justin Dillon and Arjen E.J. Wals (Editors) Stevenson, Robert B., Brody, Michael, Dillon, Justin, Wals, Arjen E.J., editors. International Handbook of Research on Education, New York: Routledge, with the American Educational Research Association (AERA). 2013. xii+576 pp. ISBN-13: 9780415892391. US$119.95, paperback.This enormous International Handbook of Research on appears with the collaboration of the American Educational Research Association (AERA); it comprises 51 commissioned chapters within nine sections written by noted scholars in based in a variety of countries. As underlined by the co-editors, contributions include philosophically and empirically grounded research (of all genres) that critically examines the conceptualization, discourses, policies, programs, processes, structures, and research approaches to in the broadest sense (p. 2).The opening chapters provide an excellent mapping of the field: Annette Gough retraces the history and the step-by-step institutionalization of this field (p. 13). Elsewhere, a group of Floridian scholars highlights some recent research trends in the thesis which are abstracted in selected databanks in (p. 45). One of the constant, underlying themes is the fundamental distinction between Environmental Education and sustainability, as Annette Gough indicates right from the first pages (p. 13). Lesley Le Grange (from South Africa) explains Why we need a language of (Environmental) Education or rather a language of learning, as she suggests (p. 108). There is indeed a complete chapter, Chapter 25, focusing solely on environmental learning. Many other contributors contribute core concepts such as ideology in order to understand and deconstruct ideologies (p. 149). Then, Chapter 21 questions the possible links between environmental education, students' life-world culture, and how environmental education itself is taught and represented in schools. These questions bring Albert Zeyer and Elin Kelsey to investigate in interviews with students the concept of Cultural border crossing (p. 206). In Chapter 33, a much needed articulation between environmental education and sustainability education (which are not synonymous) is being made; the authors keep in mind the context of the neo-liberal capitalistic society which precedes education for sustainability (p. …