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[(i)1(n)1(e)1(q)1(u)1(a)1(l)1(i)1(t)1(i)1(e)1(s)1( )1(o)1(r)1( )1(p)1(r)18(omote democracy and cultural diversity)112(. t)92(o focus on)]tj t* 0.008 tc 0.116 tw [(\322the fundamental cor)18(e,\323 or a conservative interpr)18(etation of the w)91(orld)]tj 0 -1.3 td -0.009 tc -0.003 tw [(commission on the envir)19(onment, and suggest that advocates of education)]tj t* -0.018 tc 0.005 tw [(for sustainability seek to pr)17(omote this rather than subject all such constr)8(ucts)]tj t* 0 tc 0.056 tw [(to ideology critique and r)18(econstr)7(uction, is to gr)18(ossly misunderstand our)]tj t* 0.011 tw [(position (jickling & spork, 1998). )18(y)91(es the dominant discourse masks con)2(-)]tj t* 0.009 tw (tradictions and is a \322useful slogan\323 for the powers that be, but education)tj t* -0.001 tc -0.012 tw (for sustainability seeks to expose contradiction, ideology and politics and)tj t* -0.021 tc 0.009 tw (allow learners to glimpse genuinely democratic and empowering meanings.)tj t* 0 tc 0.027 tw [(it is because sustainability)110(, like democracy)111(, poses conceptual, ethical and)]tj t* -0.003 tc -0.01 tw (cultural pr)tj 4.64192 0 td (oblems that it is an ideal vehicle for an education based on crit-)tj -4.64192 -1.3 td 0 tc 0 tw [(ical theor)18(etical foundations.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 158.7141 369.0709 tm 0 0 0 1 k (conceptual issue)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 37 345.2709 tm 0 0 0 1 k -0.023 tc 0.01 tw [(y)91(es r)18(ealising development that is economically)111(, ecologically and socially sus)1(-)]tj 0 -1.3 td 0 tc -0.001 tw (tainable \(figur)tj 6.48476 0 td -0.0001 tc (e)tj 0.72745 0 td (2)tj 0.74845 0 td (in)tj 1.12134 0 td 0 tc (lucie sauv\216\325s discussion paper)tj 13.68555 0 td -0.0001 tc (,)tj 0.49848 0 td 0 tc (p. 14\) is pr)tj 4.62219 0 td 0 tw (oblematic)tj -27.88823 -1.30001 td 0.071 tw (and is exer)tj 4.89856 0 td (cising the minds of theorists and activists of diverse political)tj -4.89856 -1.30001 td -0.002 tc -0.011 tw [(persuasions. ther)18(e is a much literatur)18(e and practical experience on which)]tj 0 -1.3 td -0.007 tc -0.005 tw [(the education for sustainability curriculum can draw)92(, but to suggest that it)]tj t* 0 tc 0.121 tw (is suf)tj 2.42671 0 td (ficient to mer)tj 6.09609 0 td (ely educate about sustainability sells 世界æ¯2022赛程表淘汰赛 short.)tj -8.5228 -1.30001 td -0.002 tc -0.011 tw [(rather than a \322banking\323 education that tells them the facts about sustain)-2(-)]tj 0 -1.3 td -0.038 tc 0.011 tw [(a)-14(b)-14(i)-14(l)-15(i)1(t)1(y)112(, they need and deserve a \322transformative\323 education that pr)17(ovides them)]tj t* -0.035 tc 0.007 tw [(with the knowledge, skills and attitudes to r)17(ealise sustainability democratically)]tj t* -0.004 tc -0.009 tw (along with others. educating for sustainability has much in common with)tj t* -0.017 tc 0.005 tw (educating for democracy)tj 10.52138 0 td -0.0175 tc (.)tj 0.46988 0 td -0.017 tc (one learns by r)tj 6.50725 0 td (eal or simulated involvement with)tj -17.49852 -1.3 td -0.015 tc 0 tw (democracy)tj 4.60728 0 td -0.0155 tc (.)tj 0.47181 0 td -0.016 tc 0.003 tw (one learns by doing: by r)tj 10.82616 0 td (eflecting and acting on democratically)tj -15.90525 -1.30001 td 0.007 tc 0.118 tw [(chosen alternatives. such ideas guide the \322gr)18(eening\323 of many schools)]tj 0 -1.3 td -0.009 tc -0.004 tw [(wher)18(e pupils ar)17(e being educated for sustainability as part of local )37(agenda)]tj -0.0001 tc (21)' 1.24964 0 td (pr)tj 0.97814 0 td 0 tc 0 tw (ojects in their communities (adams & ingham, 1998).)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 168.9936 128.6709 tm 0 0 0 1 k (ethical issue)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 37 104.8709 tm 0 0 0 1 k 0.076 tw [(sustainability raises ethical issues as we can conserve and enhance eco)1(-)]tj 0 -1.3 td 0.064 tw (logical capital in ways that either pr)tj 16.20491 0.00001 td (omote or r)tj 4.72569 0.00001 td (educe equity)tj 5.6325 0.00001 td -0.0001 tc (.)tj 0.5641 0 td 0 tc 0 tw (sustainable)tj -27.1272 -1.3 td 0.059 tw (development can meet the needs of the poor or the rich. it can meet the)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 q /gs2 gs /gs1 gs q bt /f4 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (40)tj 32.19284 0.00001 td 0 tc (john huc)tj 4.53515 0.00001 td (kle)tj et q endstream endobj 9 0 obj << /length 4737 >> 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 /f3 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.009 tc -0.004 tw [(needs of other sentient cr)18(eatur)17(es and futur)18(e generations or ignor)17(e issues of)]tj 0 -1.30001 td 0 tc -0.011 tw [(inter)17(-species and inter)18(-generational equity)110(. critical educators believe that)]tj 0 -1.3 td 0.035 tw [(education should pr)18(omote equity and democracy and that education for)]tj 0 -1.30001 td 0.02 tc 0.298 tw [(sustainability should ther)17(efor)18(e explor)18(e those forms of sustainable)]tj t* 0.008 tc 0.117 tw [(development that pr)17(omote these values. w)92(e do not seek to \322inculcate)]tj 0 -1.3 td -0.006 tc -0.007 tw [(pr)17(edetermined choices\323 or impose them on futur)19(e generations. w)92(e seek to)]tj t* 0.003 tc 0.122 tw [(inform critical r)18(eflection and action whilst safeguar)18(ding 世界æ¯2022赛程表淘汰赛 fr)18(om)]tj t* -0.004 tc -0.008 tw [(indoctrination with the pr)17(ocedural safeguar)18(ds built into critical pedagogy)]tj t* 0 tc 0.01 tw [(and participative action r)17(esear)18(ch. w)92(e will not agr)17(ee with the criticisms in)]tj t* 0 tw [(the discussion paper since they gr)18(ossly misr)18(epr)18(esent our position.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 201.6587 434.071 tm 0 0 0 1 k (cultural issue)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 73 410.2709 tm 0 0 0 1 k -0.004 tc -0.009 tw [(critical education\325s debate with postmodernism has led to gr)19(eater r)17(espect)]tj 0 -1.3 td -0.006 tc -0.006 tw (for local and indigenous knowledge. deconstr)tj 20.08576 0 td [(uction and r)18(econstr)8(uction is)]tj -20.08576 -1.30001 td -0.02 tc 0.007 tw [(at the heart of such education but it adopts a healthy scepticism towar)17(ds the)]tj 0 -1.3 td 0 tc 0.11 tw [(r)18(omanticism and idealism associated with some accounts of traditional)]tj t* 0.002 tc 0.122 tw [(cultur)17(es. development education has long sensitised itself to southern)]tj t* -0.02 tc 0.008 tw (voices, ecological imperialism, and sustainable livelihood development, and)tj t* -0.009 tc -0.003 tw (these concepts ar)tj 7.34543 0 td -0.0095 tc (e)tj 0.70687 0 td -0.009 tc (now found within the of)tj 10.56041 0 td -0.01 tc (ficial r)tj 2.6979 0 td -0.009 tc (hetoric of such education)tj -21.3106 -1.30001 td 0.02 tc 0.262 tw (in eur)tj 3.09513 0 td (ope if not elsewher)tj 9.56223 0 td 0.0199 tc (e)tj 1.03075 0 td 0.02 tc (in the world \(development education)tj -13.68811 -1.30001 td 0 tc 0 tw (association, 1998\).)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 174.7141 271.6709 tm 0 0 0 1 k (pedagogical observations)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 73 247.8709 tm 0 0 0 1 k 0.005 tc 0.12 tw [(y)92(es, critical pedagogy or participative action r)18(e)1(s)1(e)1(a)1(r)18(c)1(h)1( )1(i)1(s)1( )1(n)1(o)1(t)1( )1(u)1(n)1(i)1(q)1(u)1(e)1( )1(t)1(o)]tj 0 -1.3 td -0.006 tc -0.006 tw (education for sustainability and is used by some envir)tj 23.49038 0 td (onmental education)tj -23.49038 -1.3 td -0.008 tc -0.004 tw [(practitioners. it is shar)18(ed with other transformative educations but is often)]tj t* 0 tc 0.04 tw [(r)18(obbed of its critical elements when adopted by conservative and liberal)]tj t* -0.005 tc -0.008 tw (educators. it is based in dialectical and systemic philosophies that suggest)tj t* 0 tc 0.028 tw [(that suggest that natur)16(e, society and thought ar)18(e ongoing pr)17(ocesses; that)]tj t* 0.003 tc 0.122 tw (these pr)tj 3.66593 0 td [(ocesses ar)18(e always mediated or r)19(evealed thr)17(ough thought and)]tj -3.66593 -1.3 td -0.02 tc 0.007 tw (language; and that knowledge is best validated thr)tj 21.44844 0 td (ough democratic enquiry)tj -21.44844 -1.30001 td 0 tc 0 tw (or praxis \(kincheloe & steinber)tj 13.8064 0.00001 td (g, 1998; gadotti, 1996\).)tj -12.0064 -1.3 td 0.046 tw (and let us be cautious befor)tj 12.62789 0 td -0.0002 tc (e)tj 0.77474 0 td 0 tc [(giving all pr)17(oponents of education for)]tj -15.2026 -1.3 td 0.006 tc 0.119 tw (sustainability the benefit of the doubt and agr)tj 21.27545 0.00001 td (eeing that they ar)tj 8.15289 0.00001 td 0.0057 tc (e)tj 0.85954 0 td 0.006 tc 0 tw (well)tj -30.2879 -1.3 td -0.013 tc [(intentioned. they ar)18(e not a single homogeneous gr)17(oup with similar beliefs,)]tj t* -0.017 tc 0.005 tw (values, politics and practices. they include right wing tokens on influential)tj t* 0.004 tw [(commissions; apolitical and idealist impr)19(ovisers at educational confer)18(ences,)]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 q /gs2 gs /gs1 gs q bt /f4 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k -0.0001 tc (a)tj 0.9997 0 td 0 tc [(repl)15(y to lucie sauv\216 )-25687(41)]tj et q endstream endobj 10 0 obj << /length 4862 >> 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 /f3 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.002 tc 0.123 tw [(and left wing pr)17(opagandists in classr)19(ooms who deserve our scorn. )38(all)]tj 0 -1.30001 td -0.019 tc 0.006 tw [(can pr)18(omote education for sustainability by using a sales pitch, but the duty)]tj 0 -1.3 td 0.009 tc 0.116 tw [(of critical pr)18(oponents is to unmask their ideology and r)17(eveal the tr)8(u)1(e)]tj 0 -1.30001 td 0 tc 0 tw [(inter)17(ests they serve.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 96.2312 512.071 tm 0 0 0 1 k (the proposal of education for sustainability)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 37 488.2709 tm 0 0 0 1 k 0.013 tc 0.111 tw [(sustainable futur)17(es like sustainable development ar)18(e open to various)]tj 0 -1.3 td -0.002 tc -0.011 tw [(forms of r)18(ealisation. in the united kingdom futur)18(es education has played)]tj -0.0078 tc (a)' 0.72955 0 td -0.008 tc -0.005 tw [(r)18(ole in the development of education for sustainability but it often utopi)-2(-)]tj -0.72955 -1.3 td 0 tc 0.032 tw [(an rather than r)17(ealistic in its assumptions. dominant futur)18(e scenarios do)]tj t* -0.003 tc -0.009 tw [(r)18(e)1(f)1(l)1(e)1(c)1(t)1( )1(a)1(n)1(t)1(h)1(r)19(opocentric and judeo-christian assumptions, but as with sus)1(-)]tj t* 0.003 tc 0.122 tw [(tainability ther)17(e ar)17(e a wide range of alternative discourses. it is rather)]tj t* -0.004 tc -0.008 tw [(i)1(r)18(onic to see john fien, a leading advocate of socially critical education for)]tj t* -0.005 tc 0 tw (sustainability)tj 5.77216 0 td -0.0054 tc (,)tj 0.48201 0 td -0.005 tc -0.007 tw [(praised for his pedagogical innovation while the theor)18(etical)]tj -6.25417 -1.30001 td 0.006 tc 0.119 tw [(basis of his work is ignor)18(ed. the writer is sur)18(ely awar)18(e that john is a)]tj 0 -1.3 td 0 tc 0 tw [(leading advocate and defender of education for sustainability)111(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 69.1609 336.6709 tm 0 0 0 1 k (education for the development of responsible societies)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 37 312.8709 tm 0 0 0 1 k -0.0001 tc (i)tj 0.58355 0 td 0 tc -0.003 tw [(and others would pr)18(efer to call this education for citizenship. such edu)1(-)]tj -0.58355 -1.3 td 0.004 tc 0.121 tw (cation is widely advocated by national and international governments)tj t* 0.003 tc 0.122 tw (and non-government or)tj 10.84966 0 td (ganizations and should give equal attention to)tj -10.84966 -1.3 td -0.021 tc 0.008 tw (rights and r)tj 4.91303 0 td (esponsibilites. it should embrace the economic, political, cultural)tj -4.91303 -1.3 td -0.005 tc -0.008 tw [(and envir)18(onmental dimensions of citizens\325 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8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (42)tj 32.19284 0.00001 td 0 tc (john huc)tj 4.53515 0.00001 td (kle)tj et q endstream endobj 11 0 obj << /length 4817 >> 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 /f3 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.019 tc 0.006 tw [(r)18(eform in england continues to lar)18(gely exclude critical alternatives but t)91(ony)]tj 0 -1.30001 td 0.007 tc 0.118 tw [(blair)-74(\325s r)18(hetoric of citizenship, community and r)18(esponsibility)111(, pr)17(ovides)]tj 0 -1.3 td -0.015 tc 0.002 tw [(useful gr)18(ound on which to ar)18(gue our case \(advisory gr)18(oup on citizenship,)]tj 0 -1.30001 td 0 tc -0.012 tw [(1998; panel for education for sustaniable development, 1998; t)92(am, 1998\).)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 201.6538 512.071 tm 0 0 0 1 k (in conclusion)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 73 488.2709 tm 0 0 0 1 k -0.0076 tc (i)tj 0.56673 0 td -0.008 tc -0.005 tw [(am sorry 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to discursively constr)9(uc)-1(t and)]tj t* 0 tw [(r)18(ealise within coher)18(ent pr)17(ogrammes of global citizenship education. )]tj 1.8 -1.3 td 0.0033 tc (i)tj 0.71515 0 td 0.003 tc 0.122 tw [(would ur)18(ge lucie sauv\216 and other contributors to this debate to)]tj -2.51515 -1.3 td 0 tc (r)tj 0.37069 0 td -0.006 tc -0.006 tw (econsider the theory and practice of those who advocate an education for)tj -0.37069 -1.3 td -0.011 tc -0.001 tw (sustainability based on critical theory and pedagogy)tj 22.40885 0 td -0.0112 tc (.)tj 0.47629 0 td (w)tj 0.89698 0 td -0.0113 tc (e)tj 0.70507 0 td -0.011 tc (modestly claim to)tj -24.48719 -1.30001 td -0.024 tc 0.012 tw [(have a compr)18(ehensive educational framework supported by well-developed)]tj 0 -1.3 td -0.022 tc 0.009 tw [(critical theories of the envir)18(onment and education. such theories do not neg-)]tj t* 0 tc -0.007 tw (lect the complex natur)tj 9.79955 0 td -0.0001 tc (e)tj 0.72129 0 td 0 tc (of disor)tj 3.36945 0 td (ganised capitalism and can suggest many)tj -13.89029 -1.30001 td 0.039 tw [(r)18(easons why the thessaloniki confer)18(ence pr)18(oved so disappointing for so)]tj 0 -1.3 td 0.049 tw [(many who attended. indeed \322the af)18(fair is not over and the debate is not)]tj t* -0.004 tc -0.009 tw [(closed\323\321but if envir)18(onmental education or education for sustainability is)]tj t* -0.022 tc 0.009 tw [(to make r)18(eal pr)17(ogr)18(ess, critical socialist educators like myself would ur)19(ge that)]tj t* 0 tc 0.059 tw (we start fr)tj 4.61083 0 td (om the r)tj 3.81006 0 td [(eal r)18(ealities of modern capitalism and that we do not)]tj -8.42089 -1.3 td -0.016 tc 0 tw (ignor)tj 2.27323 0 td -0.0157 tc (e)tj 0.70063 0 td -0.016 tc 0.003 tw (the hopes of those workers and citizens who continue to str)tj 25.34021 0 td (uggle for)tj -28.31407 -1.30001 td -0.0001 tc (a)tj 0.74981 0 td 0 tc 0 tw (postmodern version of socialism. )tj 1.05019 -1.3 td 0.006 tc 0.119 tw [(recent decades have exposed the limits of fr)19(ee market capitalism,)]tj -1.8 -1.3 td 0.007 tc 0.118 tw (state socialism, and social democracy)tj 17.06043 0 td (.)tj 0.63197 0 td [(w)92(e have a r)18(esponsibility in our)]tj -17.6924 -1.3 td -0.016 tc 0.003 tw (teaching to addr)tj 6.98037 0.00001 td [(ess those limits and consider alternative ways of r)19(egulating)]tj -6.98037 -1.30001 td 0 tc 0.028 tw [(economic and social life. )38(a)-223(thir)17(d way to socialism that embraces sustain)1(-)]tj 0 -1.3 td 0.02 tc 0.132 tw (ability and cosmopolitan democracy should appear on political and)tj t* -0.001 tc -0.012 tw (educational agendas, along with other possibilities, as we hold fast to our)tj t* 0 tc 0 tw (values and continue to educate for sustainability)tj 21.33667 0.00001 td (.)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 q /gs2 gs /gs1 gs q bt /f4 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k -0.0001 tc (a)tj 0.9997 0 td 0 tc [(repl)15(y to lucie sauv\216 )-25687(43)]tj et q endstream endobj 12 0 obj << /length 10426 >> 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 10 149.1279 585.6709 tm 0 0 0 1 k (notes on contributor)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 37 561.871 tm 0 0 0 1 k -0.007 tw [(john huckle is a tutor on south bank university\325s masters pr)18(ogramme in)]tj 0 -1.30001 td 0.071 tw [(envir)18(onmental and development education. he is an associate of w)92(orld)]tj 0 -1.3 td -0.002 tc -0.01 tw [(w)55(ildlife fund, united kingdom and the principal author of )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 300.2885 535.8709 tm 0 0 0 1 k -0.002 tc -0.01 tw (reaching out)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 356.5009 535.8709 tm 0 0 0 1 k (,)tj -31.95009 -1.3 td [(its pr)18(ogramme of pr)18(ofessional development for teachers.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 173.0085 488.2709 tm 0 0 0 1 k (references)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 37 466.9709 tm 0 0 0 1 k 0.029 tw (adams, e. & ingham, s. (1998). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 164.2164 466.9709 tm 0 0 0 1 k 0.029 tw [(changing places: childr)18(en\325)54(s participation in envir)18(on-)]tj -12.13516 -1.16667 td 0 tw (mental planning)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 115.249 456.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49979 0 td 0 tc [(london: the childr)18(en\325s society)111(.)]tj -9.19413 -1.16667 td 0.015 tw [(advisory gr)18(oup on citizenship. (1998).)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 196.7298 445.9709 tm 0 0 0 1 k 0.015 tw (education for citizenship and the teaching of)tj -15.74775 -1.16667 td 0 tw (democracy in schools)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 130.9727 435.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49976 0 td 0 tc [(london: qualifications and curriculum )38(authority)110(.)]tj -10.94117 -1.16667 td 0.008 tc 0.117 tw [(development education )37(association. (1998). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 222.3643 424.9709 tm 0 0 0 1 k 0.008 tc 0.117 tw (the case for development education)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 356.7486 424.9709 tm 0 0 0 1 k (.)tj -33.52762 -1.16667 td (london: dea.)tj -2 -1.16667 td 0.056 tw [(doherty)110(, b. & de geus, m. (eds.). (1996). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 202.6977 403.9709 tm 0 0 0 1 k 0.056 tw [(democracy & gr)18(een political thought, sus)-1(-)]tj -16.41085 -1.16667 td 0 tw [(tainability)38(, rights and citizenship)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 175.4695 393.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49979 0 td 0 tc (london: routledge.)tj -15.88529 -1.16667 td 0.02 tw (dryzek, j. (1987). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 107.3712 382.9709 tm 0 0 0 1 k 0.02 tw [(rational ecology: envir)18(o)1(n)-1(ment and political eco)1(nomy)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 302.0721 382.9709 tm 0 0 0 1 k -0.0002 tc (.)tj 0.52016 0 td 0 tc 0.02 tw [(oxfor)17(d: basil)]tj -27.97262 -1.16667 td 0 tw (blackwell.)tj -2 -1.16667 td -0.006 tc -0.006 tw [(fals-bor)18(da, o. & rahman, m. )37(a. (1991). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 193.1234 361.9709 tm 0 0 0 1 k -0.006 tc -0.006 tw [(action and knowledge: br)17(eaking the monopoly)]tj -15.34704 -1.16667 td 0 tc 0 tw [(with participatory action-r)18(esear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 177.614 351.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49979 0 td 0 tc [(london: intermediate t)92(echnology)111(.)]tj -16.12357 -1.16667 td -0.002 tc -0.011 tw (fien, j. (1993a). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 98.5917 340.9709 tm 0 0 0 1 k -0.002 tc -0.011 tw [(education for the envir)17(onment: critical curriculum theorising and envi)-1(-)]tj -4.84352 -1.16667 td 0 tc 0 tw [(r)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 129.7356 330.4709 tm 0 0 0 1 k -0.0002 tc (.)tj 0.49969 0 td 0 tc [(geelong: deakin university pr)17(ess.)]tj -10.80365 -1.16667 td -0.004 tc -0.009 tw (fien, j. (1993b). (ed.). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 122.2163 319.9709 tm 0 0 0 1 k -0.004 tc -0.009 tw [(envir)18(onmental education: a)-201(pathway to sustainability)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 319.3727 319.9709 tm 0 0 0 1 k -0.0038 tc (.)tj 0.4835 0 td -0.004 tc (geelong:)tj -29.85824 -1.16667 td 0 tc [(deakin university pr)17(ess.)]tj -2 -1.16667 td 0.003 tc 0.122 tw (gadotti, m. (1996). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 117.1176 298.9709 tm 0 0 0 1 k 0.003 tc 0.122 tw [(pedagogy of praxis: a)-338(dialectical philosophy of rducation)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 333.9995 298.9709 tm 0 0 0 1 k 0.003 tc (.)tj 0.62789 0 td (new)tj -31.62784 -1.16667 td 0 tc [(y)92(ork: state university of new )17(y)92(ork pr)18(ess.)]tj -2 -1.16667 td (gibson, d. (1986). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 109.8789 277.9709 tm 0 0 0 1 k (critical theory and education)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 215.9277 277.9709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49981 0 td 0 tc (london: hodder & stoughton.)tj -20.38066 -1.16667 td -0.023 tc -0.026 tw [(giddens, a. )-37((1994). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 111.1159 267.4709 tm 0 0 0 1 k -0.023 tc 0.011 tw [(beyond left and right: the futur)18(e of radical politics)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 284.2149 267.4709 tm 0 0 0 1 k -0.0233 tc (.)tj 0.46407 0 td -0.023 tc 0.011 tw [(cambridge: polity)110(.)]tj -27.9324 -1.16667 td 0 tc 0 tw (goldblatt, d. (1996). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 119.3096 256.9709 tm 0 0 0 1 k [(social theory and the envir)17(onment)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 243.7891 256.9709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49973 0 td 0 tc [(cambridge: polity)110(.)]tj -23.47629 -1.16667 td -0.001 tc -0.012 tw [(gough, )36(a. (1997). education and the envir)19(onment: policy)110(, tr)18(ends and the pr)18(oblem)]tj 2 -1.16667 td 0.011 tc 0.114 tw (of maginalisation. )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 132.6732 235.9709 tm 0 0 0 1 k 0.011 tc 0.114 tw (australian education review)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 245.0885 235.9709 tm 0 0 0 1 k 0.0112 tc (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 250.8144 235.9709 tm 0 0 0 1 k 0.011 tc (39)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 260.0163 235.9709 tm 0 0 0 1 k 0.0111 tc (.)tj 0.63593 0 td 0.011 tc 0.077 tw (melbourne: australian)tj -23.41551 -1.16667 td 0 tc 0 tw [(council for educational resear)18(ch. )]tj -2 -1.16667 td -0.002 tc -0.011 tw (held, d. (1995). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 100.8213 214.9709 tm 0 0 0 1 k -0.002 tc -0.011 tw [(democracy and the global order: fr)18(om the modern state to cosmopolitan)]tj -5.09126 -1.16667 td 0 tc 0 tw (governance)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 96.1592 204.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49973 0 td 0 tc [(cambridge: polity)110(.)]tj -7.07297 -1.16666 td -0.018 tc 0.005 tw (huckle, j. & sterling, s. (eds.). (1996). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 181.5687 193.9709 tm 0 0 0 1 k -0.017 tc 0.005 tw (education for sustainability)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 280.0768 193.9709 tm 0 0 0 1 k -0.0175 tc (.)tj 0.46993 0 td -0.017 tc 0.005 tw (london: earthscan.)tj -27.47847 -1.16667 td 0.02 tc 0.171 tw (jickling, b. & spork, h. (1998). education for the envir)tj 26.60586 0 td 0 tw (onment: )tj 4.19089 0 td 0 tc (a)tj 1.1837 0 td 0.02 tc (critique.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 172.9709 tm 0 0 0 1 k (envir)tj 2.31568 0 td [(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 183.4851 172.9709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 187.9851 172.9709 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 194.7351 172.9709 tm 0 0 0 1 k ((3), 309 \320327.)tj -17.52612 -1.16667 td (kellner)tj 3.16748 0 td (,)tj 0.50167 0 td 0.002 tw (d. (1989). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 110.0099 162.4709 tm 0 0 0 1 k 0.002 tw (critical theory)tj 5.84233 0 td -0.0001 tc (,)tj 0.5016 0 td 0 tc (marxism and modernity)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 256.121 162.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.50154 0 td 0 tc (baltimor)tj 3.8242 0 td 0.002 tw (e: john hopkins)tj -26.67251 -1.16667 td 0 tw (university pr)tj 5.91601 0.00001 td (ess.)tj -7.91601 -1.16667 td [(kincheloe, j. & steinber)18(g, s. (1998). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 177.7239 141.4709 tm 0 0 0 1 k [(世界æ¯2022赛程表淘汰赛 as r)17(esear)17(chers)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 262.0571 141.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49979 0 td 0 tc [(lewes: falmer)74(.)]tj -25.50614 -1.16667 td -0.001 tc -0.012 tw [(l)55(ynch, j. (1992). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 101.5367 130.9709 tm 0 0 0 1 k -0.001 tc -0.012 tw (education for citizenship in a multi-cultural society)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 288.71 130.9709 tm 0 0 0 1 k -0.0007 tc (.)tj 0.48674 0 td -0.001 tc -0.012 tw (london: cassell.)tj -28.45451 -1.16667 td 0 tc 0.002 tw (panel for education for sustainable development. (1998). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 266.6638 120.4709 tm 0 0 0 1 k 0.002 tw (education for sustainable)tj -23.5182 -1.1667 td -0.014 tc 0.001 tw (development in the schools sector)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 170.7292 109.9709 tm 0 0 0 1 k -0.014 tc (.)tj 0.4734 0 td 0.001 tw (reading: council for envir)tj 11.49332 0.00001 td (onmental education.)tj -26.8255 -1.1667 td 0 tc -0.012 tw (plant, m. (1998). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 103.367 99.4709 tm 0 0 0 1 k -0.012 tw [(education for the envir)17(onment: stimulating practice)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 293.0447 99.4709 tm 0 0 0 1 k -0.0003 tc (.)tj 0.48712 0 td 0 tc -0.012 tw [(der)18(eham: peter)]tj -26.9365 -1.1667 td 0 tw (francis.)tj -2 -1.1667 td 0.122 tw (redclift, m. (1987). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 117.2678 78.4709 tm 0 0 0 1 k 0.122 tw (sustainable development: exploring the contradictions)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 319.86 78.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.62177 0 td 0 tc (london:)tj -30.0507 -1.1667 td (methuen.)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 q /gs2 gs /gs1 gs q bt /f4 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (44)tj 32.19284 0.00001 td 0 tc (john huc)tj 4.53515 0.00001 td (kle)tj et q endstream endobj 13 0 obj << /length 3026 >> 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 /f3 1 tf 9 0 0 9 73 586.4038 tm 0 0 0 1 k [(sauv\216, l. (1996). envir)18(onmental education and sustainable development: further)]tj 2 -1.16667 td (appraisal. )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 132.4163 575.9038 tm 0 0 0 1 k [(canadian journal of envir)18(onmental education,)-249(1)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 310.8804 575.9038 tm 0 0 0 1 k (,)tj 0.49992 0 td (7-34.)tj -26.93107 -1.16667 td -0.01 tc -0.003 tw [(selman, p)129(. (1996). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 142.3224 565.4038 tm 0 0 0 1 k -0.01 tc -0.003 tw (local sustainability: managing and planning ecologically sound places)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 392.7496 565.4038 tm 0 0 0 1 k (.)tj -33.52774 -1.16667 td (london: paul chapman.)tj -2 -1.16667 td -0.022 tc 0.009 tw (shotton, j. (1993). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 140.6721 544.4038 tm 0 0 0 1 k -0.022 tc 0.009 tw (no master high or low: libertarian education and schooling, 1890 \320 1990)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 392.7513 544.4038 tm 0 0 0 1 k (.)tj -33.52792 -1.16667 td (bristol: libertarian education.)tj -2 -1.16667 td -0.003 tc -0.01 tw [(t)92(am, h. (1998). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 134.4342 523.4038 tm 0 0 0 1 k -0.003 tc -0.01 tw [(communitarianism: a)-200(new agenda for politics and citizenship)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 357.2513 523.4038 tm 0 0 0 1 k -0.0029 tc (.)tj 0.48449 0 td -0.003 tc (london:)tj -30.06797 -1.16667 td 0 tc (macmillan.)tj -2 -1.16667 td -0.002 tc -0.011 tw [(w)91(ar)18(d, c. & fyson, )37(a. 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