Reflecting on place: Environmental education as decolonisation

Australian Journal of Environmental Education 35 (3):239-249 (2019)
  Copy   BIBTEX


We argue that to face climate change, all education, from kindergarten to tertiary, needs to be underpinned by environmental education. Moreover, as a site of reframing, education when coupled with philosophy is a possible site of influencing societal reframing in order to re-examine our relations to nature or our natural environment. However, we contend that as philosophy has been largely absent from curricula, it is vital to redress this issue. Further, the environment cannot be viewed simply as subject matter for study but, reconceptualised in the Indigenous sense as Place. Only in this way can we overcome the human-nature divide. We conclude that educators must look for what Plumwood calls ‘experiences that do not fit the dominant story’ to disrupt an important link in the chain of climate change by developing ‘traitorous identities’ able to challenge the dominant culture.



    Upload a copy of this work     Papers currently archived: 84,292

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

Environmental Ethics.Clare Palmer, Katie Mcshane & Ronald Sandler - 2014 - Annual Review of Environment and Resources 39:419-442.
The Importance of Participatory Virtues in the Future of Environmental Education.Matt Ferkany & Kyle Powys Whyte - 2012 - Journal of Agricultural and Environmental Ethics 25 (3):419-434.


Added to PP

25 (#495,209)

6 months
1 (#510,180)

Historical graph of downloads
How can I increase my downloads?

Author Profiles

Simone Thornton
The University of Wollongong
Gilbert Burgh
University of Queensland

References found in this work

No references found.

Add more references