About this book series
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, and free choice. Book
proposals for this series may be submitted to the Publishing Editor: Claudia
Acuna (Claudia.Acuna@springer.com).
- Electronic ISSN
- 2352-7315
- Print ISSN
- 2352-7307
- Series Editor
-
- Deborah J. Tippins,
- Joel Pontius
