Challenging Critical Theory in Environmental Education

Abstract

This paper asks why educational researchers have failed to improve the teaching and learning of environmental education in schools. It argues that much of this research has been grounded in socially critical theory and, while the theory is an effective mechanism to critique practice, it does not provide the strategies to solve educational problems. The paper develops the argument that socially critical theory falls short of the transformative process and does not adequately explain educational change. If environmental education is to become important in school education a more adequate theory is required.