Environmental Discourses in Science Education

This series wrestles with the tensions situated between environmental and science education and addresses the scholarly efforts to bring confluence to these two projects with the help of ecojustice philosophy. As ecojustice is one of the fastest emerging trends for evaluating science education policy, the topics addressed in this series can help guide pedagogical trends such as critical media literacy, citizen science, and activism. The series emphasizes ideological analysis, curriculum studies and research in science educational policy, where there is a need for recognizing the tensions between cultural and natural systems, the way language is endorsed within communities and associated influence, and morals and ethics embedded in school science. Conversations and new perspectives on residual issues within science education are likely to be addressed in nuanced ways when considering the significance of ecojustice, defensible environmentalism, free-choice. Book proposals for this series may be submitted to the Publishing Editor: Claudia Acuna E-mail: Claudia.Acuna@springer.com 

 

EDITORIAL BOARD 

Caren Cooper, North Carolina State University, USA 

Mariona Espinet, University of Barcelona, Spain 

David Greenwood, Lakehead University, Canada 

Elizabeth McKinley, University of Melbourne, Australia

Clayton Todd Pierce, Western Washington University, USA 

Maria Rivera Maulucci, Barnard College, USA 

Giuliano Reis, University of Ottawa, Canada 

Arthur Stewart, Oak Ridge Associated Universities, USA