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[(tribution to pupils\325 envir)17(onmental education takes place.)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f 36 38.902 324 11.8581 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (330)tj 33.5068 0.00001 td 0 tc (alan reid)tj et q endstream endobj 8 0 obj << /length 5022 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.005 tc 0.12 tw [(these and the case studies ar)19(e exemplified and discussed at length in)]tj 0 -1.30001 td 0 tc 0 tw [(reid (1998). overall, the examples wer)18(e characterised by sporadic contri-)]tj 0 -1.3 td -0.018 tc 0.005 tw [(butions to pupils\325 envir)18(onmental education, a lack of overall coher)18(ence, and)]tj 0 -1.30001 td 0.02 tc 0.143 tw [(little by way of subsequent elaboration \(featur)16(es the teachers fr)18(eely)]tj t* 0 tc -0.008 tw [(acknowledged and didn\325t disown\). in the context of this study)111(, they wer)18(e)]tj 0 -1.3 td 0 tw [(agr)17(eed, by the participants and myself, to r)18(epr)17(esent both:)]tj 0 -2.6 td -0.004 tc -0.009 tw [-1198(alternatives to \322dominant\323 practices and objectives within geography)]tj 1.8 -1.3 td 0 tc 0.053 tw (teaching, that is those typically associated with a highly centralised,)tj t* 0.113 tw (assessment- and examination-focused system of education \(scott &)tj t* 0 tw (reid, 1998\), and)tj -1.8 -1.3 td 0.052 tw [-1194(the \322domestication,\323 or taming, of the mor)18(e unfamiliar and per)18(haps)]tj 1.8 -1.3 td 0.066 tw [(mor)18(e challenging aims and practices associated with envir)18(onmental)]tj t* -0.005 tc -0.007 tw (education, many of which fall beyond the common pedagogical expe)tj 30.06726 0 td 0 tc (-)tj -30.06726 -1.3 td 0.031 tw [(riences and expectations of the r)18(ole of teachers of geography \(and in)]tj t* -0.024 tc 0.012 tw (such a way that they 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(wittingly or not) to account for the data that have been pr)16(o-)]tj t* -0.012 tc 0 tw (duced \(see w)tj 5.72147 0 td -0.013 tc (alker)tj 2.08479 0 td -0.0124 tc (,)tj 0.47505 0 td -0.012 tc (1997\). however)tj 6.71557 0 td -0.0124 tc (,)tj 0.47509 0 td -0.012 tc (to addr)tj 3.13433 0 td (ess the gaps between \322r)tj 10.11783 0 td (hetoric\323)tj -28.72413 -1.30002 td -0.005 tc -0.008 tw (and \322r)tj 2.78259 0 td (eality\323 that these discourses imply)tj 14.91241 0 td (,)tj 0.48235 0 td (r)tj 0.3723 0 td (ecommendations and solutions)tj -18.54965 -1.30001 td 0.001 tc 0.123 tw [(to the appar)17(ent pr)17(oblems of those practising \322failing\323 or \322inadequate\323)]tj 0 -1.3 td -0.001 tc -0.012 tw [(forms of envir)18(onmental education have not necessarily been gr)18(ounded in)]tj t* -0.021 tc 0.008 tw (either the specific contexts for)tj 12.45356 0 td -0.0209 tc (,)tj 0.46651 0 td -0.021 tc (or thinking and practices of, the teachers who)tj -12.92007 -1.3 td -0.002 tc -0.011 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53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f 72 38.902 324 11.8581 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (ho)tj 1.3179 0 td -0.0001 tc (w)tj 1.0557 0 td 0 tc (does a geograph)tj 8.14718 0.00001 td -0.0003 tc (y)tj 0.73388 0.00001 td 0 tc (t)tj 0.55102 0.00001 td (eac)tj 1.65796 0.00001 td [(her contrib)20(ute )-15842(331)]tj et q endstream endobj 9 0 obj << /length 4533 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.007 tc 0.118 tw [(learning in geographical and envir)17(onmental education, and education)]tj 0 -1.30001 td 0 tc 0 tw [(mor)18(e widely)111(.)]tj 1.8 -1.3 td -0.006 tw [(a)-189(further observation that was not challenged by the teachers during)]tj -1.8 -1.30001 td 0 tw [(our discussions of the pr)19(eliminary analysis was the impr)17(ession that envi-)]tj t* 0.014 tc 0.111 tw 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33.5068 0.00001 td 0 tc (alan reid)tj et q endstream endobj 10 0 obj << /length 6570 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f1 1 tf 10 0 0 10 73 585.671 tm 0 0 0 1 k [(possibilities for categorising contributions to pupils\325)-194(envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 565.471 tm 0 0 0 1 k -0.003 tc 0.025 tw [(i)-3(llustrating the second of the above points forms the r)18(est of this paper)74(. in)]tj 0 -1.3 td -0.016 tc -0.007 tw [(b)-8(r)-8(i)-8(e)-8(f)-8(,)-8( )-8(i)-8( )-8(concluded my study by r)18(eflecting on the natur)16(e and practice of e)1(nvi-)]tj t* -0.005 tc 0.12 tw [(r)18(onmental education at a mor)18(e general level than r)18(ecounted in the case)]tj t* -0.01 tc 0.105 tw [(studies thr)18(ough a r)17(e-evaluation of the themes addr)18(essed in the literatur)18(e)]tj t* -0.035 tc 0.012 tw [(r)18(eview)91(. this particular instance of \322theorising\323 transformed the data and inter)1(-)]tj t* -0.029 tc 0.007 tw [(p)1(r)18(etations by attempting to account both compr)17(ehensively and systematically)]tj 0 -1.30001 td -0.013 tc -0.01 tw [(for how particular aspects of contributions to pupils\325 envir)18(onmental educa-)]tj 0 -1.3 td -0.011 tc -0.011 tw (tion might be r)tj 6.3373 0 td (e-conceptualised. in so doing, the case studies also became a)tj -6.3373 -1.3 td -0.01 tc 0 tw [(supporting ar)17(chive of instances, vignettes, and scenarios. )]tj 1.8 -1.3 td 0.002 tc 0.108 tw [(as mentioned pr)18(eviously)111(, acr)18(oss the teachers\325 case data ther)18(e wer)18(e)]tj -1.8 -1.3 td -0.015 tc 0.075 tw (instances of many dif)tj 9.32557 0 td [(fer)17(ent appr)18(oaches to contributing to pupils\325 envir)17(on-)]tj -9.32557 -1.3 td -0.01 tc 0.12 tw [(mental education. i deliberated about thr)17(ee \322types\323 of appr)18(oach evident)]tj t* -0.015 tc 0.003 tw (within the geography teachers\325 accounts, what i termed)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 313.3691 409.471 tm 0 0 0 1 k -0.015 tc (pluralist)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 346.4576 409.471 tm 0 0 0 1 k -0.015 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 351.191 409.471 tm 0 0 0 1 k -0.015 tc (exclusivist)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 392.5 409.471 tm 0 0 0 1 k (,)tj -31.95 -1.3 td -0.015 tc (and )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 92.7942 396.471 tm 0 0 0 1 k -0.015 tc (inclusivist)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 133.5515 396.471 tm 0 0 0 1 k -0.0151 tc (.)tj 0.56653 0 td -0.015 tc 0.097 tw [(the categories r)18(epr)17(esent idealised appr)18(oaches drawn fr)18(om)]tj -6.62168 -1.3 td 0.032 tw [(acr)18(oss the particular instances of lessons that contribute to pupils\325 envir)18(on-)]tj t* -0.005 tc 0.115 tw (mental education. thr)tj 9.88943 0 td (ough for)tj 3.86782 0 td 0 tw (egr)tj 1.39697 0 td 0.115 tw (ounding their explanatory value, they)tj -15.15422 -1.30001 td -0.001 tc 0.111 tw 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valid paths to the goals of envir)18(o)1(n)1(m)1(e)1(n)1(t)1(a)1(l)]tj -7.66751 -1.3 td -0.006 tc -0.006 tw (education, and geography is but one configuration of a \322vehicle\323 amongst)tj t* 0.005 tc 0.12 tw [(many equally important \322vehicles\323 that ar)17(e capable of contributing to)]tj t* 0 tc 0 tw [(pupils\325 envir)18(onmental education;)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 91 149.471 tm 0 0 0 1 k -0.007 tc (exclusivist)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 135.396 149.471 tm 0 0 0 1 k -0.0073 tc (.)tj 0.48003 0 td -0.007 tc -0.005 tw [(only geography)110(, or a select few other subjects such as biol-)]tj -6.71963 -1.3 td 0.02 tc 0.135 tw [(ogy and envir)18(onmental science, contribute to pupils\325 envir)18(onmental)]tj t* -0.019 tc 0.006 tw [(education, often thr)17(ough specific means \(like subject-based topic ar)18(eas\), and)]tj t* -0.009 tc -0.004 tw [(with limited goals \(for example, developing pupils\325 envir)18(onmental knowl-)]tj t* 0 tc 0.081 tw (edge about places rather than, say)tj 15.33144 0.00001 td -0.0002 tc (,)tj 0.5811 0 td 0 tc (facilitating pupil involvement in the)tj -15.9125 -1.3 td (r)tj 0.3769 0 td 0 tw (esolution of local issues\); or)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.91 324 11.858 re f 72 38.902 324 11.8581 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (ho)tj 1.3179 0 td -0.0001 tc (w)tj 1.0557 0 td 0 tc (does a geograph)tj 8.14718 0.00001 td -0.0003 tc (y)tj 0.73388 0.00001 td 0 tc (t)tj 0.55102 0.00001 td (eac)tj 1.65796 0.00001 td [(her contrib)20(ute )-15842(333)]tj et q endstream endobj 11 0 obj << /length 6268 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f1 1 tf 10 0 0 10 55 585.6709 tm 0 0 0 1 k (inclusivist)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 97.9565 585.6709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.50802 0 td 0 tc 0.008 tw (geography is 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/gs1 gs q bt /f1 1 tf 10 0 0 10 267.1393 330.0709 tm 0 0 0 1 k -0.005 tc 0.019 tw (subject content)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 327.3961 330.0709 tm 0 0 0 1 k -0.0052 tc (,)tj 0.50899 0 td -0.005 tc (rather)tj -29.5486 -1.3 td 0.085 tw (than a )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 68.239 317.0709 tm 0 0 0 1 k -0.005 tc (theme-)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 98.448 317.0709 tm 0 0 0 1 k -0.005 tc (or )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 111.0518 317.0709 tm 0 0 0 1 k -0.005 tc (experience)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 152.4051 317.0709 tm 0 0 0 1 k -0.005 tc 0.085 tw (-based curriculum, became the norm \(roberts,)tj -11.54051 -1.3 td 0 tw (1998\). )tj 2.7573 0 td -0.0051 tc (as)tj 1.43312 0 td (is)tj 0.94612 0 td -0.005 tc -0.004 tw (shown below)tj 5.76912 0 td -0.0051 tc (,)tj 0.48615 0 td -0.005 tc (the various r)tj 5.51448 0 td (outes to which examples ar)tj 11.8854 0 td -0.0052 tc (e)tj 0.71497 0 td -0.005 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this appr)18(oach, the de-schooling of)]tj t* -0.025 tc 0.012 tw [(envir)18(onmental education may be deemed to be an appr)17(opriate way forwar)17(d,)]tj -0.0001 tc (or)' 1.20099 0 td 0 tc 0.01 tw [(less radically)111(, closer school-community links in the constr)9(uction of the)]tj -1.20099 -1.3 td 0.004 tc 0.121 tw (curriculum. it is no surprise then that these and other possibilities for)tj t* 0 tc 0.051 tw (changing the str)tj 7.21783 0 td [(uctur)17(es of envir)18(onmental education thr)18(ough geography)110(,)]tj -7.21783 -1.3 td -0.004 tc -0.009 tw [(ones which ar)18(e fr)18(equently ar)17(gued to be mor)17(e conducive to contributing to)]tj t* -0.017 tc 0.004 tw [(pupils\325 (critical) envir)18(onmental education (huckle, 1996; sterling, 1996), dif-)]tj t* 0.02 tc 0.234 tw [(fer quite markedly fr)17(om those that ar)18(e associated with exclusivist)]tj t* 0 tc 0 tw [(appr)17(oaches and a subject-based curriculum in general.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 337.2709 tm 0 0 0 1 k (exclusivist appr)tj 6.86084 0 td (oaches)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 317.0709 tm 0 0 0 1 k -0.004 tc (accor)tj 2.56808 0 td -0.008 tw (ding to goodson (1996), the \322subjugation\323 of envir)tj 22.10662 0 td (onmental studies)tj -24.6747 -1.30001 td 0.008 tc 0.117 tw (and the \322mar)tj 6.16859 0 td (ginalisation\323 of r)tj 7.82142 0 td (ural studies during the 1970s and early)tj -13.99001 -1.30001 td 0.001 tc 0.124 tw [(1980s wer)18(e events which led to the development and establishment of)]tj 0 -1.3 td 0 tc -0.002 tw (geography in england as: (i) a school subject, and (ii) the primary vehicle)tj t* -0.01 tc -0.003 tw [(for contributing to pupils\325 envir)17(onmental education \(corney & middleton,)]tj t* 0 tc 0.086 tw [(1996\). the second outcome, pr)19(edicated on the first, is tantamount to an)]tj t* -0.013 tc 0 tw (exclusivist appr)tj 6.78282 0 td (oach in teaching r)tj 7.60693 0 td (egar)tj 1.86218 0 td -0.012 tc (ding school geography\325s r)tj 11.16031 0 td -0.013 tc (elationship)tj -27.41224 -1.30001 td 0.01 tc 0.115 tw (to envir)tj 3.6131 0 td (onmental education. similar r)tj 13.76648 0 td (esponses to per)tj 7.17157 0 td (ceived thr)tj 4.62152 0 td (eats to)tj -29.17267 -1.30001 td 0 tc -0.001 tw [(geography\325s integrity as a school subject can be inferr)17(ed in debates about)]tj 0 -1.3 td -0.006 tc -0.007 tw (school geography in the mid-1980s (see bailey & binns, 1987; binns, 1996).)tj t* -0.012 tc -0.001 tw (for example, the geography teachers\325 subject association, the geographical)tj t* 0.011 tc 0.114 tw (association, and senior members of the uk government at that time,)tj t* -0.018 tc 0.006 tw [(clashed r)18(epeatedly over issues surr)18(ounding the inclusion, formalisation and)]tj t* -0.002 tc -0.011 tw [(pr)17(omotion of geography as a national curriculum subject in the late 1980s)]tj t* 0 tc 0.086 tw (and into the 1990s. w)tj 9.78447 0 td (ithin subject discourses, the tenor of the language)tj -9.78447 -1.30001 td 0.004 tc 0.121 tw [(amounted to an exclusivist appr)18(oach to geography)110(, other subjects and)]tj t* 0.006 tc 0.119 tw [(c)1(o)1(n)1(t)1(r)1(i)1(b)1(u)1(t)1(i)1(o)1(n)1(s)1( )1(t)1(o)1( )1(p)1(u)1(p)1(i)1(l)1(s)11( )1(e)1(n)1(v)1(i)1(r)18(onmental education, a situation that was)]tj t* 0 tc 0 tw [(also appar)18(ent in subjects other than school geography)110(.)]tj 1.8 -1.3 td 0.027 tw [(nevertheless, a number of persuasive ar)18(guments pr)18(opose that much)]tj -1.8 -1.3 td -0.003 tc -0.009 tw (curriculum development in geography was not pursued at the expense of)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.91 324 11.858 re f 36 38.902 324 11.8581 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (336)tj 33.5068 0.00001 td 0 tc (alan reid)tj et q endstream endobj 14 0 obj << /length 6507 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.008 tc -0.005 tw [(subjects like envir)18(onmental studies, or to dimensions to learning like envi-)]tj 0 -1.30001 td 0 tc 0.003 tw [(r)18(onmental interpr)17(etation. per)18(haps paradoxically)110(, their exclusion )1(fr)17(om the)]tj 0 -1.3 td -0.025 tc 0.012 tw [(br)17(oader curriculum thr)18(ough their incorporation into geography actually pr)17(e)-1(-)]tj 0 -1.30001 td 0.02 tc 0.198 tw [(vented this. furthermor)18(e, envir)17(onmental educators defend the rich)]tj t* -0.011 tc -0.002 tw [(contributions made by geography teachers thr)17(ough their geography teach)-1(-)]tj 0 -1.3 td -0.014 tc 0.001 tw (ing by highlighting commonly-held aims and objectives for geography and)tj t* 0 tc 0.007 tw [(envir)18(onmental education, and criticising the lack of alternatives to a sub)-1(-)]tj t* -0.013 tc 0 tw (ject-based mentality dominating many educational systems in contributing)tj -0.0031 tc (to)' 1.10309 0 td -0.003 tc -0.01 tw [(pupils\325 envir)18(onmental education (fien, 1991). hence a distinct possibil-)]tj -1.10309 -1.3 td -0.01 tc -0.002 tw [(ity for further analysis was to r)17(e-investigate instances of the ways in which)]tj t* 0 tc 0.089 tw [(the attitudes of pr)17(ofessional educators and teachers might r)19(elate to dis-)]tj t* 0 tw (tinctive forms of school geography (naish, rawling & hart, 1987).)tj 1.8 -1.3 td 0.005 tc 0.12 tw [(this is not to ignor)18(e the serious pedagogical issues underlying an)]tj -1.8 -1.3 td -0.006 tc -0.007 tw (exclusivist appr)tj 6.88295 0 td [(oach. no major geography educationalist holds a rigor)18(ous)]tj -6.88295 -1.3 td 0 tc 0.125 tw [(exclusivism wher)18(e by )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 174.9682 403.6709 tm 0 0 0 1 k (only)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 196.5023 403.6709 tm 0 0 0 1 k 0.125 tw (geography lessons can contribute to pupils\325)tj -12.35023 -1.3 td -0.011 tw [(envir)18(onmental education. nor did i find many geography teachers doing)]tj t* -0.002 tc -0.01 tw [(so in this study)111(. in my r)18(esear)17(ch an exclusivist appr)18(oach tended to be asso)1(-)]tj t* 0 tc 0 tw (ciated with: )tj 0 -2.4 td 0.005 tc 0.12 tw [-1189(much of what can r)18(ecognised as the teaching of \322r)18(egional geogra)-1(-)]tj 1.8 -1.3 td 0 tc 0 tw (phies of place,\323 and )tj -1.8 -1.3 td 0.078 tw [-1194(the af)17(firming of thr)18(ee central and r)18(elated insights in the teaching of)]tj 1.8 -1.3 td 0 tw (geography which contribute to pupils\325 envir)tj 19.5481 0 td (onmental education.)tj -19.5481 -2.6 td 0.078 tw [(the first of these insights r)18(elates to the )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 269.4177 275.6709 tm 0 0 0 1 k 0.078 tw (uniqueness of places)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 352.4615 275.6709 tm 0 0 0 1 k -0.0002 tc (,)tj 0.57772 0 td 0 tc (whether)tj -28.52388 -1.3 td -0.014 tc 0.001 tw (inhabited by people or not, and the importance of learning about places for)tj t* 0.001 tc 0.124 tw (developing envir)tj 7.68545 0 td (onmental understandings about them, and their envi)tj 24.18185 0 td 0 tc (-)tj -31.8673 -1.30001 td 0.088 tw [(r)18(onmental sustainability)110(. for example, since \322places ar)18(e envir)18(onments,\323)]tj 0 -1.3 td -0.01 tc -0.002 tw [(knowledge about places can be used constr)8(uctively in learning about envi)-1(-)]tj t* -0.009 tc -0.003 tw [(r)18(onmental issues. this is closely associated with a second point, that is, the)]tj t* 0 tc 0.125 tw (importance attributed to learning about the variety in, and impacts of,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 184.6709 tm 0 0 0 1 k -0.013 tc (people-envir)tj 4.76892 0 td 0.001 tw (onment r)tj 3.57212 0 td 0 tw (elationships)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 204.9805 184.6709 tm 0 0 0 1 k -0.013 tc (and )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 223.889 184.6709 tm 0 0 0 1 k -0.013 tc 0.001 tw (human interventions in natural systems)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 381.1471 184.6709 tm 0 0 0 1 k -0.0131 tc (,)tj 0.47441 0 td -0.013 tc (as)tj -31.28913 -1.3 td -0.015 tc 0.002 tw (in the teachers\325 issues-based geographical enquiries. the thir)tj 25.9166 0 td -0.0146 tc (d)tj 0.83382 0 td -0.015 tc [(r)18(elates to the)]tj -26.75043 -1.3 td 0 tc -0.012 tw (geography teacher)tj 8.2812 0 td [(\325s enthusiasm for taking account of dif)18(f)1(e)1(r)19(ent )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 352.2611 158.6709 tm 0 0 0 1 k (geographi)tj 3.94116 0 td (-)tj -31.86727 -1.3 td 0.121 tw (cal scales)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 110.9461 145.6709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 117.1515 145.6709 tm 0 0 0 1 k 0.121 tw (contexts and their interactions)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 243.5947 145.6709 tm 0 0 0 1 k -0.0001 tc (,)tj 0.62026 0 td 0 tc 0.121 tw (whether they be personal, local,)tj -17.67973 -1.3 td 0.037 tw [(r)18(egional or global. w)55(ithout an appr)17(eciation of these thr)17(ee insights exclu-)]tj t* 0.057 tw (sively derived fr)tj 7.35832 0.00001 td (om the teaching of geography the teachers would often)tj -7.3583 -1.3 td -0.004 tc -0.009 tw [(ar)18(gue that their practice would be contributing significantly )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 336.6685 106.6709 tm 0 0 0 1 k -0.004 tc (less)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 353.3367 106.6709 tm 0 0 0 1 k -0.004 tc -0.009 tw (to pupils\325)tj -28.0337 -1.3 td 0 tc 0 tw [(envir)18(onmental education.)]tj 1.8 -1.3 td -0.025 tc [(for teachers sustaining this appr)17(oach it seems such insights ar)19(e critical to)]tj -1.8 -1.3 td -0.029 tc 0.004 tw (the maintenance of geography\325s existence as )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 258.8081 67.6709 tm 0 0 0 1 k -0.029 tc (the)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 272.4111 67.6709 tm 0 0 0 1 k -0.029 tc 0.004 tw (subject within the curriculum)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f 72 38.902 324 11.8581 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (ho)tj 1.3179 0 td -0.0001 tc (w)tj 1.0557 0 td 0 tc (does a geograph)tj 8.14718 0.00001 td -0.0003 tc (y)tj 0.73388 0.00001 td 0 tc (t)tj 0.55102 0.00001 td (eac)tj 1.65796 0.00001 td [(her contrib)20(ute )-15842(337)]tj et q endstream endobj 15 0 obj << /length 5222 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.014 tc -0.012 tw [(t)1(h)1(a)1(t)1( c)1(o)1(n)1(t)1(r)1(i)1(b)1(u)1(t)1(e)1(s)1( t)1(o)1( p)1(u)1(p)1(i)1(l)1(s)11( e)1(n)1(v)1(i)1(r)18(onmental )-1(education. )36(anything )-1(less )-1(compr)18(o-)]tj 0 -1.30001 td -0.006 tc 0.119 tw (mises the distinctiveness of the insights, as well as the integrity of both)tj 0 -1.3 td -0.013 tc 0.032 tw [(geography as a subject base and its contributions to pupils\325 envir)17(onmental)]tj 0 -1.30001 td -0.01 tc 0.122 tw [(education. )18(y)91(et i noted that few of these geography teachers wished that)]tj t* -0.024 tc -0.001 tw [(others in their schools did not contribute to pupils\325 envir)18(onmental education,)]tj 0 -1.3 td -0.013 tc 0.077 tw (or that they would be the only ones who did so, despite emphasising the)tj t* 0.086 tw [(necessity of geography\325s place within the pupils\325 (subject-based) envir)17(on-)]tj t* -0.037 tc 0.011 tw [(mental education. rather)74(,)-1( )-1(a)-1(s)-1( )-1(s)-1(o)-1(m)-1(e)-1( )-1(a)-1(r)17(gued at length, it is inappr)17(opriate to waste)]tj t* -0.009 tc 0.121 tw [(time and ener)18(gy on developing less worthwhile contributions to pupils\325)]tj t* -0.036 tc 0.011 tw [(envir)18(onmental education \(like those not gr)17(ounded in a \322school subject\323\), when)]tj t* -0.031 tc 0.006 tw [(geography lessons ar)18(e alr)17(eady r)18(ecognised as vital to this pr)18(ocess, and ar)18(e most)]tj t* -0.013 tc 0 tw [(ef)17(fectively taught by \322subject specialists\323 like geography teachers.)]tj 1.8 -1.3 td 0 tc 0.124 tw (others, like )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 111.1448 429.6709 tm 0 0 0 1 k 0.001 tc (gill)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 126.7255 429.6709 tm 0 0 0 1 k 0.0005 tc (,)tj 0.62541 0 td 0.001 tc 0.124 tw [(r)18(efused to speculate on the contributions of other)]tj -9.59796 -1.3 td 0 tc 0 tw (subjects, for a variety of r)tj 11.12844 0 td [(easons. t)92(eachers do not necessarily know either)]tj -11.12844 -1.3 td 0.078 tw (the range or depth of contributions of other teachers\325 teaching. in some)tj t* 0.038 tw (instances this was taken to imply that geography teachers simply get on)tj t* -0.015 tc 0.002 tw [(with their own contributions in an alr)17(eady over)18(cr)18(owded curriculum, rather)]tj t* -0.023 tc 0.01 tw [(than being concerned about whether other subject teachers ar)17(e making them)]tj t* -0.025 tc 0.012 tw [(or not, or what sort of contributions they might be. on the other hand, exclu)-2(-)]tj t* 0.02 tc 0.257 tw [(sivist appr)18(oaches can illustrate a willingness to acknowledge that)]tj t* 0.003 tc 0.122 tw (contributions may be made, but in r)tj 16.67907 0 td (efusing to speculate further about)tj -16.67907 -1.3 td -0.025 tc 0.012 tw [(how this might happen, teachers show little support for working mor)17(e close)1(-)]tj t* 0 tc 0 tw (ly with those other teachers.)tj 1.8 -1.3 td -0.009 tc -0.004 tw [(again, r)18(eviewing the limitations of my categorisations it might also be)]tj -1.8 -1.3 td -0.012 tc 0 tw [(a)1(r)19(gued that some may see contributing to pupils\325 envir)17(onmental education)]tj t* 0 tc 0.025 tw (as involving instances of cultural-linguistic practice. that is, as a form of)tj t* 0.071 tw (pedagogical discourse that has to be learned by teachers, it follows that)tj t* 0.003 tw (unless teachers know a \322language of envir)tj 18.70061 0 td (onmental education,\323 whether)tj -18.70061 -1.30001 td 0.001 tw [(formal or informal, they may not know if they ar)17(e contributing to pupils\325)]tj 0 -1.3 td 0.002 tc 0.123 tw [(envir)18(onmental education or not, pr)17(opitiously or not. in contrast to the)]tj t* 0 tc 0 tw (fr)tj 0.70972 0 td 0.122 tw (equent invoking of established pedagogical discourses for geography)tj -0.70972 -1.3 td -0.012 tw [(teaching, very few of the teachers in the study employed the \322of)17(ficial lan-)]tj t* 0.002 tc 0.123 tw [(guage\323 of envir)17(onmental education during the interviews \(see palmer)74(,)]tj t* -0.007 tc -0.005 tw [(1998; gr)18(eenall gough, 1993; gough, 1997\). furthermor)17(e, geography teach)-1(-)]tj t* -0.022 tc 0.009 tw (ers may not feel that they need to enter into dialogue with others about their)tj t* 0 tc -0.012 tw [(lessons\325 contributions to pupils\325 envir)18(onmental education. existing peda-)]tj t* -0.004 tc -0.009 tw (gogical commitments may mean that teachers do not wish to engage in or)tj t* 0 tc -0.001 tw (devote time to envir)tj 8.89588 0.00001 td [(onmental education and its pr)18(omulgation, or feel the)]tj -8.8959 -1.3 td -0.004 tc -0.009 tw (need to confirm that contributions to pupils\325 envir)tj 21.8762 0.00001 td (onmental education ar)tj 9.84508 0.00001 td 0 tc (e)tj -31.7213 -1.3 td -0.012 tw [(being made elsewher)18(e in the curriculum \(and in a form that is r)18(ecognised)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.91 324 11.858 re f 36 38.902 324 11.8581 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (338)tj 33.5068 0.00001 td 0 tc (alan reid)tj et q endstream endobj 16 0 obj << /length 6221 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.004 tc -0.008 tw [(by them as \322envir)18(onmental education\323\). )37(all the same, it was evident fr)18(om)]tj 0 -1.30001 td -0.009 tw [(the teachers\325 r)18(eactions to this category that the boundaries between looser)]tj 0 -1.3 td -0.016 tc 0.004 tw [(forms of an exclusivist appr)18(oach and some forms of an inclusivist appr)19(oach)]tj 0 -1.30001 td 0 tc 0 tw [(wer)18(e quite hazy and permeable.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 520.2709 tm 0 0 0 1 k [(inclusivist appr)17(oaches)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 500.071 tm 0 0 0 1 k -0.013 tc [(inclusivist appr)18(oaches have a lineage in geography teaching in that its sub)-1(-)]tj 0 -1.30001 td -0.005 tc -0.008 tw [(ject matter and associated pedagogies ar)18(e fr)18(equently br)17(ought in fr)17(om, and)]tj 0 -1.3 td -0.008 tc -0.005 tw [(ar)18(e acknowledged to operate outside, the confines of the curricular subject)]tj 0.0013 tc (of)' 1.25641 0 td 0.001 tc 0.124 tw [(geography (binns, 1996). the majority of examples pr)18(of)18(fer)17(ed in this)]tj -1.25641 -1.3 td -0.005 tc -0.008 tw (study can be aligned with this view of many geography educationalists in)tj t* -0.004 tc [(england, although they did exhibit dif)17(f)1(e)1(r)19(ences. t)90(wo key issues wer)18(e: first,)]tj t* -0.02 tc 0.007 tw [(the question as to what degr)17(ee geography lessons should be r)18(egar)17(ded as the)]tj t* 0 tc 0.048 tw (sole curricular vehicle for operationalising contributions to pupils\325 envi-)tj t* 0.091 tw [(r)18(onmental education \()]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 172.6016 396.071 tm 0 0 0 1 k (chris)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 198.2386 396.071 tm 0 0 0 1 k (and )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 218.5753 396.071 tm 0 0 0 1 k (ann)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 236.9127 396.071 tm 0 0 0 1 k 0.091 tw (\); and second, whether worthwhile)tj -16.39127 -1.3 td 0.003 tc 0.122 tw [(contributions to pupils\325 envir)18(onmental education can be made outside)]tj t* 0 tc 0 tw (geography lessons \()tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 160.7124 370.0709 tm 0 0 0 1 k (harriet)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 193.2026 370.0709 tm 0 0 0 1 k (and )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 212.6289 370.0709 tm 0 0 0 1 k (barry)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 235.9541 370.0709 tm 0 0 0 1 k (\).)tj -14.49541 -1.3 td 0.006 tc 0.119 tw (the first issue r)tj 7.24824 0 td (einscribes the unclear line between inclusivist and)tj -9.04824 -1.3 td -0.023 tc 0.01 tw (exclusivist appr)tj 6.63038 0 td (oaches. in the data, inclusivist appr)tj 14.7915 0 td (oaches tended to coalesce)tj -21.42188 -1.3 td 0 tc 0 tw (ar)tj 0.87695 0 td 0.125 tw (ound the point that whenever and wher)tj 18.41431 0 td (ever contributions to pupils\325)tj -19.29126 -1.30001 td [(envir)18(onmental education ar)18(e made, they ar)17(e worthwhile contributions.)]tj 0 -1.3 td -0.004 tc -0.008 tw (this does not obviate the importance of geography as a primary mediator)tj -0.0001 tc (of)' 1.17501 0 td (a)tj 0.79613 0 td 0 tc 0.046 tw (school\325s contribution to pupils\325 envir)tj 16.4554 0 td (onmental education. what dis-)tj -18.42654 -1.30001 td -0.005 tc -0.007 tw [(tinguishes the types is that the pr)17(econdition of identifying a \322satisfactory\323)]tj 0 -1.3 td -0.008 tw [(categorical contribution fr)17(om the \322fields of knowledge\323 is not paramount.)]tj t* 0 tc 0.066 tw (that is, the contribution doesn\325t have to be \322in geography\323 to be a geo)tj 31.86722 0 td (-)tj -31.86722 -1.3 td 0.001 tc 0.124 tw [(graphical contribution to)-376(pupils\325 envir)18(onmental education, and, school)]tj t* 0 tc 0.056 tw (geography has no monopoly on contributions, geographical or not. \(for)tj t* -0.009 tw (example, the teaching of geography will only explicitly contribute to par)tj 31.86723 0 td (-)tj -31.86723 -1.3 td -0.005 tc -0.008 tw [(ticular aspects of pupils\325 envir)18(onmental education, while the mediation of)]tj t* 0 tc 0.116 tw [(additional contributions to pupils\325 envir)18(onmental education may occur)]tj t* -0.01 tc -0.003 tw [([whether implicitly or explicitly] thr)17(ough the p)-1(r)18(o)-1(v)-1(i)-1(s)-1(i)-1(o)-1(n)-1( )-1(o)-1(f)-1( )-1(o)-1(t)-1(h)-1(e)-1(r)-1( )-1(s)-1(u)-1(b)-1(j)-1(e)-1(c)-1(t)-1(s)-1( )-1(o)-1(r)]tj t* -0.002 tc -0.011 tw (educational activities. even within geography lessons [)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 313.9299 162.0709 tm 0 0 0 1 k -0.002 tc (frank)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 340.0852 162.0709 tm 0 0 0 1 k -0.002 tc (and )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 359.3236 162.0709 tm 0 0 0 1 k -0.002 tc (imogen)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 389.1927 162.0709 tm 0 0 0 1 k -0.002 tc (],)tj -31.61927 -1.3 td 0 tc 0.058 tw [(teachers\325 contributions to pupils\325 envir)18(onmental education will be [exis-)]tj t* 0.005 tw [(tentially] experienced in a variety of ways, and may not be r)17(eceived in as)]tj t* -0.004 tc -0.008 tw [(worthwhile a way as, say)111(, with other teachers, or in other school subjects.\) )]tj 1.8 -1.3 td 0 tc 0.011 tw [(furthermor)17(e, contributions to pupils\325 envir)18(onmental education must)]tj -1.8 -1.3 td -0.025 tc 0.012 tw [(actually take the form of practice and not be left to the r)17(ealms of theory)111(. they)]tj t* -0.011 tc -0.002 tw (must be operationalised within a curriculum, and given both the socio-his-)tj t* -0.007 tc -0.006 tw [(torical natur)17(e of learning and of teachers\325 and pupils\325 lives, envir)19(onmental)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f 72 38.902 324 11.8581 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (ho)tj 1.3179 0 td -0.0001 tc (w)tj 1.0557 0 td 0 tc (does a geograph)tj 8.14718 0.00001 td -0.0003 tc (y)tj 0.73388 0.00001 td 0 tc (t)tj 0.55102 0.00001 td (eac)tj 1.65796 0.00001 td [(her contrib)20(ute )-15842(339)]tj et q endstream endobj 17 0 obj << /length 5163 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.014 tc 0.001 tw (education too must be \322a lived experience\323\321however \322perfect\323 or \322imper-)tj 0 -1.30001 td 0 tc 0.053 tw [(fect\323\321whether it is thr)17(ough a \322pr)18(eferr)17(ed r)18(oute,\323 such as the teaching of)]tj 0 -1.3 td -0.022 tc 0.01 tw [(geography)110(, or thr)18(ough other subjects or educational activities. thus in a sim-)]tj 0 -1.30001 td 0.02 tc 0.259 tw [(ilar way to exclusivist appr)18(oaches, it may also be ar)18(gued that as)]tj t* 0 tc -0.012 tw [(contributions to pupils\325 envir)18(onmental education occur within other sub-)]tj 0 -1.3 td 0.055 tw [(jects, these geography teachers should have been mor)18(e open to learning)]tj t* -0.015 tc 0.002 tw (about their own and others\325 thinking and practice in contributing to pupils\325)tj t* 0.02 tc 0.146 tw [(envir)18(onmental education fr)17(om)1( teachers who don\325t teach geography)111(.)]tj t* 0.005 tc 0.12 tw [(furthermor)17(e, as )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 113.1005 481.6709 tm 0 0 0 1 k 0.005 tc (harriet)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 147.1761 481.6709 tm 0 0 0 1 k 0.005 tc 0.12 tw (raised when discussing her collaboration with)tj -11.01761 -1.3 td -0.007 tc -0.006 tw [(staf)18(f fr)17(om the music department on a \322rainfor)19(est musical,\323 the geography)]tj t* -0.021 tc 0.004 tw [(teacher is often well-placed to engage in active cr)18(oss-curricular co-operation.)]tj t* -0.02 tc 0.002 tw [(her)17(e the inclusivist type of appr)18(oach appears to have a firm basis for a fr)8(uit)-1(-)]tj t* 0.015 tc 0.164 tw (ful pedagogical dialogue; whilst geography is a primary vehicle for)tj t* -0.006 tc -0.011 tw (contributions to pupils\325 envir)tj 12.69093 0 td (onmental education, other subjects can make)tj -12.69093 -1.3 td -0.005 tc 0 tw (other worthwhile (and even geographical) contributions.)tj 1.8 -1.3 td -0.025 tc 0.012 tw [(having discussed the thr)18(ee categories, the concluding section intr)18(oduces)]tj -1.8 -1.3 td 0 tc 0 tw [(issues raised by the categorisation pr)18(ocess.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 147.4678 343.0709 tm 0 0 0 1 k (issues in categorising)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 319.2709 tm 0 0 0 1 k -0.012 tw (as with any categorisation, further appr)tj 17.7004 0 td (oaches might be advanced, exist)tj 14.16676 0 td (-)tj -31.86716 -1.30001 td 0.001 tw [(ing ones r)18(efined, or the featur)17(es of the categorisation extended. these ar)18(e)]tj 0 -1.3 td -0.017 tc 0.004 tw (distinct possibilities for \322unweaving\323 the theory and data for this particular)tj t* 0.02 tc 0 tw (study)tj 2.50843 0 td 0.0199 tc (,)tj 0.8214 0 td 0.02 tc 0.282 tw (and have been discussed at length elsewher)tj 21.83429 0 td 0.0199 tc (e)tj 1.05049 0 td 0.02 tc ((reid, 1998).)tj -26.21461 -1.30001 td -0.01 tc -0.002 tw [(a)1(l)1(t)1(e)1(r)1(n)1(a)1(t)1(i)1(v)1(e)1(l)1(y)111(, r)18(eaders might find this categorisation unhelpful, question its)]tj 0 -1.3 td -0.009 tc -0.003 tw [(scope and gr)18(ounds, or even question the categorical pr)18(oject altogether)74(. it is)]tj t* 0 tc 0 tw (to such issues that i focus the following examples of \322unweaving.\323)tj 1.8 -1.3 td 0.013 tw [(t)90(wo particular challenges to the whole enterprise of the ways theory)]tj -1.8 -1.3 td -0.02 tc 0.008 tw (and data ar)tj 4.80028 0 td -0.0202 tc (e)tj 0.69612 0 td -0.02 tc (linked can be advanced via critiques fr)tj 16.29502 0 td [(om poststr)8(ucturalist and)]tj -21.79142 -1.3 td 0 tc 0.013 tw (postmodernist perspectives \(str)tj 14.02337 0 td (onach & maclur)tj 7.43646 0 td (e, 1997\). )tj 3.79973 0 td (as will be seen,)tj -25.25956 -1.30001 td 0.002 tc 0.123 tw [(such critiques might r)18(eact to the intersections at the pluralist category)110(,)]tj 0 -1.3 td 0 tc -0.012 tw [(but they might also find pr)17(oblems with the purposes and practices of cat-)]tj t* -0.013 tc 0.001 tw (egorisation itself, particularly when seen to be associated with \322absolutist,\323)tj t* 0 tc 0 tw (\322totalising,\323 and \322exclusionary\323 intentions.)tj 1.8 -1.3 td 0.01 tw [(a)-205(poststr)8(ucturalist critique, after foucault, may criticise the categori)-1(-)]tj -1.8 -1.3 td 0.002 tw (sation both politically and genealogically (garratt & hodkinson, 1998). it)tj t* -0.011 tc -0.002 tw [(could be ar)18(gued that rather than pr)16(oducing theories about contributions to)]tj t* -0.005 tc -0.007 tw (pupils\325 envir)tj 5.5562 0 td (onmental education in an abstract, a-historical and a-political)tj -5.5562 -1.3 td 0 tc 0.048 tw [(fashion, mor)18(e attention should be paid to the social, the political, and to)]tj t* -0.025 tc 0.012 tw [(power \(as in the discourses and r)19(elationships between teachers, subjects, and)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f 36 38.902 324 11.8581 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (340)tj 33.5068 0.00001 td 0 tc (alan reid)tj et q endstream endobj 18 0 obj << /length 5170 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.041 tw (pupils, and their particular localities\). thus an investigation such as this)tj 0 -1.30001 td 0.095 tw [(might better be used to \322validate\323 local knowledge about local cir)17(cum-)]tj 0 -1.3 td -0.013 tc 0 tw [(stances via the case examples, r)18(emoving \322blindness\323 to both particular and)]tj 0 -1.30001 td 0 tc 0.104 tw [(attributed characteristics, and the asymmetries of power)74(. besides, envi-)]tj t* 0.009 tc 0.116 tw [(r)18(onmental education r)18(esear)17(ch has often served to obscur)19(e rather than)]tj 0 -1.3 td 0.001 tc 0.124 tw [(identify the \322r)17(eal terrain\323 of r)18(esear)17(ch, wher)18(e the key to understanding)]tj t* -0.004 tc -0.008 tw [(contributions to pupils\325 envir)18(onmental education is exploring the exer)17(cise)]tj t* 0 tc 0.099 tw (of pedagogical power in socio-cultural particularities, as constituted by)tj t* 0.031 tw [(teaching and learning in school geography)110(. thus it might be ar)18(gued that)]tj t* 0.093 tw [(pluralist appr)17(oaches in envir)18(onmental education and school geography)]tj t* 0.005 tc 0.12 tw ((which appear to be associated with a \322liberal agenda\323 for education))tj t* 0.009 tc 0.116 tw [(perpetuate the existing status quo by distracting attention away fr)15(om)]tj t* 0 tc 0.017 tw [(those issues identified by a poststr)8(ucturalist agenda. conflict rather than)]tj t* -0.018 tc 0.005 tw (consensus should be mor)tj 10.76212 0 td -0.0176 tc (e)tj 0.69872 0 td -0.018 tc (visible, and the workings of power and privilege)tj -11.46084 -1.3 td 0 tc 0 tw [(not ignor)17(ed in the case studies and categorisation.)]tj 1.8 -1.3 td 0.017 tw [(despite the appar)17(ent for)18(ce and incisiveness of this critique, ther)18(e is a)]tj -1.8 -1.3 td 0.01 tw [(danger that some poststr)8(ucturalist insights r)17(edescribe the study\325s territo-)]tj t* 0.058 tw [(ry so radically that ther)17(e ar)18(e no longer any other \322valid\323 envir)17(onmental)]tj t* -0.022 tc 0.009 tw [(education r)18(esear)18(ch questions left. while such a critique may be seen as pow-)]tj t* -0.01 tc -0.003 tw [(erful in identifying \322spurious categorisations,\323 it may be ar)17(gued that it can)]tj t* -0.005 tc -0.008 tw (lead to the limiting of questions about geography teaching. in focusing on)tj t* -0.01 tc -0.003 tw [(social and political theorising, questions of pedagogy may be \322r)18(educed\323 to)]tj -0.0001 tc (a)' 0.84374 0 td 0 tc 0.094 tw [(much less dif)18(fer)18(entiated set of questions about power)73(, pedagogy)111(, and)]tj -0.84374 -1.3 td 0.001 tc 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