Sauvé's taxonomy of fifteen currents of environmental education¶

Theory · All theories
Evidence · no claims cited

Description¶

The article reports that, grounded in a review of the international EE literature, Sauvé (2005) established fifteen different "currents," each a general way of envisioning and practicing EE, divided into long-tradition currents (naturalist, conservationist/resourcist, problem-solving, systemic, scientific, humanistic, and value-centered) and emerging currents (holistic, bioregionalist, praxic, socially critical, feminist, ethnographic, eco-education, and sustainability). The article uses this mapping to frame the heterogeneous discursive formations circulating in the EE field, noting currents overlap and must not be reified.

Design Implications¶

Context¶

Requirements¶

• Each current is understood as a theoretical proposition comprising a plurality of propositions, not a monolithic category

Constraints¶

• A single proposition may be associated with two or three currents depending on the angle of analysis; currents share overlapping characteristics and must not be reified

Target Learners¶

• pre-service science and biology teachers

Target Learning Objectives¶

• recognizing diverse approaches and discursive formations in environmental education

Claims¶

Related Theories¶

• French Discourse Analysis framework of discursive formations and enunciative modalities applied to EE teacher training
• Four domains of inquiry in environmental education discourse formed by intersecting ontological and axiological dimensions

Examples¶

• Foster citizenship and prevent silencing of environmental conflicts and risks in school EE

Key Sources¶

• Elizabeth Bozoti Pasin and Reinaldo Luiz Bozelli. (2016). An Analysis of Curriculum and Undergraduate Students' Discourses about Environmental Education: A Debate Concerning Teacher Training. International Journal of Environmental & Science Education, 11(18), 12197-12234. https://eric.ed.gov/?id=EJ1122668