Currents in Environmental Education - Mapping a Complex and Evolving Pedagogical Field

Oct 15, 2026

The article celebrates the richness of environmental education by mapping its evolving pedagogical field over the past thirty years. It explains how diverse authors and communities adopt distinct discourses and approaches, creating a complex landscape of educational possibilities. A typology is developed through 15 currents of intervention, grouping practical and theoretical propositions while highlighting divergence, similarity, opposition, and complementarity to support critical analysis and inspire curriculum strategies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Abstract

Purpose and scope

Multiplicity of propositions

Mapping strategy and analytical tool

Definition of currents

Diachronic and synchronic perspectives

Notes on non-reification

Currents in Environmental Education: Mapping a Complex and Evolving Pedagogical Field Lucie Sauvé, Université du Québec à Montréal, Canada Abstract The purpose of this article is to bring to light and celebrate the richness of the environmental education field, thereby paying homage to the pedagogical creativity of its architects over the course of the last thirty years, as well as to their contribution in reflecting on the meaning, problems and possibilities of our relationship to the environment, and on the role of education in this regard. A typology of the different practical and theoretical propositions is presented, in the form of 15 currents of intervention, enabling a mapping of the pedagogical landscape of environmental education. This cartography offers points of reference for critical analysis of discourses and practices in this educational field. It spreads out a rich diversity of inspiration sources for enriching programs or curricula and for conceiving appropriate strategies. Résumé Cet article a pour but de mettre en lumière et de célébrer la richesse du champ de l’éducation relative à l’environnement, rendant ainsi hommage à la créativité pédagogique de ses artisans aufil des trente dernières années et à leur effort de réflexion sur le sens de notre rapport à l’environnement et sur le rôle de l’éducation à cet effet. Une typologie des différentes propositions théoriques et pratiques, sous forme de 15 courants d’intervention, permet de tracer une carte du territoire pédagogique de l’éducation relative à l’environnement et d’apprécierl’ampleur et la diversité du domaine. Cette typologie offre des repères favorisant l’analyse critique des discours et des situations éducatives; elle sedéploie comme un ensemble de sources d’inspiration pour l’enrichissement des programmes ou curriculums et pour la conception de stratégies appropriées. An overview of the literature in the field of environmental education shows that, despite their shared concern for the environment and their recognition of the central role of education in enhancing human-environment relationships, various authors (researchers, professors, educators, facilitators, associations, organizations, etc.) adopt widely differing discourses on environmental education, and propose diverse ways of practicing educative activity in this field. Each advocates his or her own vision—we may even identify different pedagogical “chapels,” all distinct proponents of the right approach, the best program, the appropriate method. How can we orient ourselves amid such a diversity of propositions? How can we discern which voice(s) should inspire our own educational initiatives? Canadian Journal of Environmental Education, 10, Spring 2005 11 One strategy for addressing the multiplicity of theoretical and practical possibilities within environmental education consists of developing a map of this particular pedagogical “landscape.” This involves grouping similar propositions within categories, describing each of these groupings and distinguishing it from the others, while highlighting points of relative divergence and similarity, opposition and complementarity. Thus may we identify and attempt to define different currents in environmental education—the notion of “current” referring here to a general way of envisioning and practicing environmental education. Each current comprises a plurality and diversity of propositions; it is not a monolithic category. Within it may be observed a variety of specific trends, or many ramifications of a same “branch.” Moreover, a single proposition (an approach, a model, a strategy, a program, an activity, etc.) may be associated with two or three different currents, according to the angle from which it is analyzed. Finally, if each current presents a set of specific characteristics which differentiates it from others, this does not imply that the various currents are mutually exclusive in every respect: some will have one or mor

FAQs

What is the main purpose of the article?

To highlight and celebrate the richness of the environmental education field and pay tribute to the pedagogical creativity behind it, focusing on meaning, problems, and possibilities in human–environment relationships.

How does the article address the diversity of environmental education proposals?

It proposes developing a map of the “pedagogical landscape,” grouping similar propositions into categories and distinguishing them while showing areas of divergence, similarity, opposition, and complementarity.

What are “currents” in the mapping approach?

A current refers to a general way of envisioning and practicing environmental education; each includes diverse propositions, can overlap with other currents, and should be used as an analytical tool rather than a rigid classification.

Oct 15, 2026

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