[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597188-105":59,"doc-detail-597188-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","sharing-environmental-education-stories-a-critical-incident-in-a-canadian-community","Sharing Environmental Education Stories - A Critical Incident in a Canadian Community","","Environmental education is presented as the exchange of contested stories about the human-nature relationship, shaped by polarised environmental ideologies. The article argues that the most vigorous storytelling emerges in non-formal and informal education, where persuasive emotional appeals and subliminal messages may strongly influence learning. Using ethnographic evaluation strategies, it examines a Canadian urban community (Peterborough), identifying key discourses and evaluating who will preserve environmental values and how “green” those values will be.",{"@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/sharing-environmental-education-stories-a-critical-incident-in-a-canadian-community/597188/",{"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/sharing-environmental-education-stories-a-critical-incident-in-a-canadian-community/597188.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article define environmental education in relation to stories?","Question",{"text":112,"@type":113},"It frames environmental education as the sharing of contested stories about the human-nature relationship, where narrative strength is linked to the educational context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where does the article argue the most vigorous storytelling in environmental education occurs?",{"text":117,"@type":113},"It argues that the most vigorous storytelling happens in non-formal and informal education, reflecting polarised ideologies.",{"name":119,"@type":110,"acceptedAnswer":120},"What two evaluative observations does the author make about Peterborough’s environmental values?",{"text":121,"@type":113},"The observations concern who will be the “keeper” of Peterborough’s environmental values and how “green” those values will be.","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},597188,1792886608,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Sharing Environmental Education Stories: A Critical Incident in a Canadian Community  \nDenis Mahony, University of Newcastle, Australia  \nAbstract  \nIn this article I present environmental education as a sharing of contested stories about the human-nature relationship. I suggest that the most vigorous story telling occurs in non-formal and informal education, and the contestation reflects polarised environmental ideologies. By way of introduction, and in keeping with my experiential epistemology, I summarise my own environmental education story. For the major part of the paper I try to do the same for a Canadian urban community, using the listening, observing and reflective strategies of an ethnographic evaluation research methodology. I identify five major themes, or discourses, relating to the way the Peterborough community is addressing its human-nature relationship. In terms of the evaluation part of my methodology, I make two observations: one concerned with who will be the “keeper” of Peterborough’s environmental values, and the other about how “green” these values will be.  \nRésumé  \nDans cet article, je présente l'éducation relative à l'environnement comme un échange d'histoires contestées à propos des relations personne-nature. Je suggère que la narration la plus énergique d'histoire se déroule en éducation non formelle et que la contestation reflète des idéologies environnementales polarisées. En guise d'introduction, et en lien avec mon épistémologie expérientielle, je résume ma propre histoire d'éducation relative à l'environnement. J'effectue ensuite le même exercice avec une communauté urbaine canadienne, en employant l'écoute, l'observation et des stratégies réflexives issues d'une méthode de recherche d'évaluation ethnographique. J'identifie cinq thèmes prin-  \n136 Canadian Journal of Environmental Education, 3, Spring 1998  \ncipaux ou discours pour décrire la façon dont la communauté de Peterborough évalue sa relation personnenature. Dans la partie évaluative de ma méthode, je propose deux questions. Qui sera le “gardien” des valeurs environnementales de Peterborough? Jusqu'à quel point cesmêmes valeurs seront-elles “vertes”?  \nThe founders of environmental education have been depicted as searching for “the one true story” about the definitions and learning models appropriate for the emerging discipline (Greenall Gough, 1993, p.36) . Three decades on, the story telling continues, but with a heady mix of heightened moral imperative and increasingly polarised narratives. I offer two contributions to our contemporary understanding of environmental education: the first concerns some useful distinctions, and the second shares some research findings that are avowedly experiential and contextual.  \nThe distinctions concern environmental education as a descriptive term. Any understanding of this as inclusive is misleading, because it ignores critical differences and contestations contained within “environmentalism” and “education,” and assumes a self evident link between the two terms. Consequently, environmental education is perceived as like math or science education, rather than as a doubly problematic challenge. It is more helpful to see environmentalism as encompassing a range of positions (or worldviews) between human-centered and nature-centered poles, which are variously designated by different writers as paradigms (dominant social/new environmental), ecologies (shallow/deep/ social), or variations of green-ness (light/deep/red) . While it is possible to mount arguments against this particular manner of representing the way we perceive and behave towards the natural world, using such a scale does bring into focus the social, cultural and historical elements which inform the human-nature relationship. It also indicates that there are significant philosophical questions involved.  \nThe second set of distinctions concern the education component. It is useful to differentiate the arenas in which environmental lear","cbCaitUJij78cKca","https://ap.wps.com/l/cbCaitUJij78cKca","pdf",190903,"English","# Abstract\n## Environmental education as contested storytelling\n## Distinctions: “environmentalism” and “education”\n## Non-formal vs informal learning arenas\n## Ideology scale and implications for practice\n## Community evaluation themes","[{\"question\":\"How does the article define environmental education in relation to stories?\",\"answer\":\"It frames environmental education as the sharing of contested stories about the human-nature relationship, where narrative strength is linked to the educational context.\"},{\"question\":\"Where does the article argue the most vigorous storytelling in environmental education occurs?\",\"answer\":\"It argues that the most vigorous storytelling happens in non-formal and informal education, reflecting polarised ideologies.\"},{\"question\":\"What two evaluative observations does the author make about Peterborough’s environmental values?\",\"answer\":\"The observations concern who will be the “keeper” of Peterborough’s environmental values and how “green” those values will be.\"}]","Sharing Environmental Education Stories - A Critical Incident in a Canadian Community | PDF",1792084566]