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Experiences","","Commitments in Canada’s Agenda 21 process included creating a national action plan for environmental education. This paper reviews highlights and shortcomings in British Columbia’s environmental education policy development to clarify likely costs and recurring problems when pursuing national agreement in Canada. The discussion emphasizes constraints of bureaucratic, multistakeholder processes and examines inclusion, access, and the question of who counts as an environmental educator.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/issues-of-inclusion-in-developing-environmental-education-policy-reflections-on-bc-experiences/597201/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/issues-of-inclusion-in-developing-environmental-education-policy-reflections-on-bc-experiences/597201.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper connect environmental education policy to Agenda 21 commitments?","Question",{"text":112,"@type":113},"It links Canada’s signing of Agenda 21 to the requirement to develop a national action plan for environmental education and uses policy history in British Columbia to assess likely costs and issues for a national agreement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What main challenges does the paper identify in developing environmental education policy?",{"text":117,"@type":113},"It highlights limitations of bureaucratic, multistakeholder processes and addresses inclusion and access, including the question of who is considered an environmental educator.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper frame the approach to answering whether national principles can be agreed on?",{"text":121,"@type":113},"It argues that “Can we?” questions can be treated as invitations to try, but insists on discussing the logically prior question of whether agreement on national principles should be attempted.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597201,1792231041,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Issues of Inclusion in Developing Environmental Education Policy:  \nReflections on B.C. Experiences  \nPamela Courtenay-Hall, University of British Columbia & Steve Lott, British Columbia Teacher, Canada  \nAbstract  \nThe commitments which Canada took on in signing the United Nation’s Agenda 21 agreement include developing our own national action plan for environmental education. In this article, we discuss some highlights (and low lights) in the recent history of environmental education policy development in British Columbia to illuminate some of the likely costs involved, and problems to be dealt with, in any attempt to reach national agreement on environmental education in Canada. The challenges include confronting the limits of bureaucratic, multistakeholder processes, and wrestling with questions of inclusion, access, and “Who is to count as an environmental educator?”  \nRésumé  \nLes engagements que le Canada a pris en signant l’accord des Nations Unies sur Action 21 englobent l’établissement de notre propre plan d’action national pour l’éducation relative à l’environnement (ERE) . Dans cet article, nous discutons des points saillants (et moins saillants) de l’histoire récente del’élaboration de la politique de l’ERE en Colombie-Britannique, afin de mettre en lumière certains problèmes à résoudre danstoute tentative d’obtenir un accord sur l’ERE au Canada, ainsi que les coûts connexes probables. Les défis à relever sont, notamment, les limites des processus bureaucratiques et multipartites et les questions d’inclusion, d’accès et “ qui peut compter parmi les éducateurs environnementaux?“  \nCanadian Journal of Environmental Education, 4, Summer 1999 83  \nThe Question  \n“Can we agree on some national principles for environmental education?”  \nAn answer  \nSometimes thebest way to answer a “Can we?” question is to go ahead and try.“Can we collect enough money to help the foodbank through the summer months?”“Can we make this relationship work better?” Questions like these are sometimes best interpreted as invitations, and best answered by going ahead and trying. But before we do, we would like to discuss a question that we think is logically prior to it. This is the question:  \nShould we try to come to agreement on some national principles for environmental education?  \nTo share our thoughts about this and related questions, we have written this paper in a quasi-dialogue/edited interview form. It was generated by a short conversation that grew.  \nPamela: I’ll begin with introductions to help indicate where our considerations are coming from. I am an Assistant Professor in Educational Studies at the University of British Columbia. I am, or have been involved in, environmental education as a mother, volunteer, teacher, teacher-educator, writer, philosopher, storyteller, educational researcher, and recently, to a minor extent, as a participant in policy and curriculum development consultations. Steve is involved in almost all of the above ways as well, and he is also a grade 6/7 teacher in a large inner city elementary school in Vancouver. He has been active in environmental education policy and curriculum development for more than eight years, and he has put in a tremendous amount of work and time trying to help get environmental education going at the grassroots level. He has initiated more workshops, conferences and curriculum development projects (with and without official backing) than can fit on a two-page listing. He has also been the major driving force behind the recent formation of the British Columbia Environmental Educators’ Society and behind the recent resurgence of the Environmental Educators Provincial Specialist Association, an association affiliated with the British Columbia Teachers’ Federation and now in its 25th year. He is also near completion of his M.A. thesis (Faculty of Education, Simon Fraser University) on the effects of school architecture and  \ndesign on teaching and learning. Steve accomplishes all th","cbCaidFw6rMuDzz8","https://ap.wps.com/l/cbCaidFw6rMuDzz8","pdf",175435,21,"English","# The Question\n## Should we try to come to agreement on national principles?\n# An Answer\n## Rationale for trying while discussing prior questions\n# Introduction\n## Pamela and Steve’s backgrounds and perspectives\n# Pamela’s Opening Position\n## Hesitancy toward large-scale, nationally declared consensus","[{\"question\":\"Why does the paper connect environmental education policy to Agenda 21 commitments?\",\"answer\":\"It links Canada’s signing of Agenda 21 to the requirement to develop a national action plan for environmental education and uses policy history in British Columbia to assess likely costs and issues for a national agreement.\"},{\"question\":\"What main challenges does the paper identify in developing environmental education policy?\",\"answer\":\"It highlights limitations of bureaucratic, multistakeholder processes and addresses inclusion and access, including the question of who is considered an environmental educator.\"},{\"question\":\"How does the paper frame the approach to answering whether national principles can be agreed on?\",\"answer\":\"It argues that “Can we?” questions can be treated as invitations to try, but insists on discussing the logically prior question of whether agreement on national principles should be attempted.\"}]","Issues of Inclusion in Developing Environmental Education Policy - Reflections on B.C. Experiences | PDF",1792084593,53]