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discussions that the b.c. ministry of education)tj 0 -1.3 td [(or)18(g)-1(a)-1(n)-1(i)-1(z)-1(e)-1(d)-1( i)-1(n)-1( t)-1(h)-1(e)-1( e)-1(a)-1(r)-1(l)-1(y)-1( 1)-1(9)-1(9)-1(0)-1(s)-1( i)-1(n)-1( r)16(esponse )1(to )1(the )1(federal )1(ministry )1(of )1(the)]tj t* -0.003 tc 0 tw (envir)tj 2.41164 0 td -0.01 tw (onment\325s \322round t)tj 8.56293 0 td (able on sustainable development.\323 the ultimate)tj -10.97457 -1.30001 td -0.011 tc -0.001 tw [(goal of the b.c. ministry of education pr)18(oject was to pr)18(omote and facilitate)]tj 0 -1.3 td 0.001 tc 0.124 tw (the integration of envir)tj 10.58178 0 td (onmental education into the pr)tj 14.20933 0 td (ovincial curricu-)tj -24.79111 -1.3 td -0.005 tc -0.007 tw (lum. this goal eventually transmogrified into the objective of pr)tj 27.86588 0 td (oducing a)tj -27.86588 -1.30001 td -0.015 tc 0.003 tw (guidebook intended \322to help teachers of all subjects and grades to integrate)tj 0 -1.3 td 0.02 tc 0.231 tw [(envir)18(onmental concepts 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served as one of those delegates, r)19(epr)17(esenting the school district of)]tj t* 0 tc 0 tw [(v)92(ancouver)74(.)]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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (86)tj 21.16281 0.00001 td 0 tc (p)tj 0.6372 0.00001 td (amela cour)tj 5.4646 0.00001 td [(tena)20(y-hall &)-278(ste)14(ve lott)]tj et q endstream endobj 8 0 obj << /length 5360 >> 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 73 585.6709 tm 0 0 0 1 k (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 102.4311 585.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.55012 0 td 0 tc 0.05 tw [(the second pr)18(oblem with lar)18(ge-scale discussions or)19(ganized by a)]tj -3.49323 -1.30001 td 0.082 tw [(bur)17(eaucratic agency is what we might call a tendency to decay into the)]tj 0 -1.3 td -0.006 tc -0.007 tw [(\322dinosaur bones\323 model of communication. this is something that i expe)1(-)]tj 0 -1.30001 td 0 tc 0.064 tw [(rienced in my own first involvement in envir)18(onmental education policy)]tj t* 0 tw (development discussions. )tj 1.8 -1.3 td -0.001 tc -0.011 tw (it happened in connection with the b.c. ministry of education\325s draft)tj -1.8 -1.3 td -0.006 tc -0.007 tw [(envir)18(onmental education policy document back in 1993. the ministry had)]tj t* 0.002 tc 0.123 tw [(asked university of british columbia\325s faculty of education to r)19(eview)]tj t* 0.02 tc 0.137 tw (the draft document and give them feedback by a certain date. john)tj t* 0.004 tc 0.121 tw [(w)55(illinsky)110(, then-dir)18(ector of university of british columbia\325s centr)18(e for)]tj t* -0.011 tc -0.001 tw [(the study of curriculum, duly put together a committee to r)17(eview and dis)1(-)]tj t* -0.018 tc 0.005 tw [(cuss the document. w)92(e met, talked, and shar)18(ed notes, which john then duly)]tj t* [(wove together into a collaborative r)17(esponse that was sent of)18(f at the appoint)-1(-)]tj t* 0.004 tc 0.121 tw (ed time. despite r)tj 8.2503 0 td [(emarks fr)18(om mor)18(e experienced colleagues about the)]tj -8.2503 -1.3 td 0 tc 0.104 tw [(wheel-spinning that such pr)17(ocesses can involve, i felt very enthusiastic)]tj t* 0.003 tc 0.121 tw [(about the document that we had r)17(eceived \(despite some criticisms we)]tj t* 0 tc 0.047 tw (had of it\) and very enthusiastic about the chances that it might be made)tj t* -0.004 tc -0.009 tw [(even str)18(onger as a r)17(esult of the critical feedback that we and other r)18(eview)-1(-)]tj t* 0 tc 0 tw [(ers wer)18(e sending in.)]tj 1.8 -1.3 td -0.002 tc -0.011 tw [(but a year and a half later)73(, i met one of the key people involved in the)]tj -1.8 -1.3 td -0.015 tc 0.002 tw (ministry committee developing this policy document, who told me that he)tj t* -0.006 tc -0.006 tw [(unfortunately never saw our r)17(eview of the draft document: many changes)]tj t* -0.018 tc 0.005 tw [(in ministry personnel had r)18(esulted in some interr)8(uptions of communication)]tj t* -0.006 tc -0.007 tw [(flows. the ministry of)18(ficial did a wonderful job explaining without excus-)]tj t* -0.023 tc 0.01 tw [(ing the ministry changes and bur)17(eaucratic r)18(ealities that had made continuity)]tj t* 0 tc [(dif)18(ficult. nevertheless, i was disheartened. the pr)18(ocess did seem to have)]tj (r)' 0.39695 0 td 0.02 tc 0.145 tw (esulted in spinning wheels, just as my colleagues had warned me.)tj -0.39695 -1.3 td 0 tc -0.012 tw (thinking back on the document we pr)tj 16.80867 0 td (oduced, another metaphor came to)tj -16.80867 -1.30001 td -0.024 tc 0.012 tw (mind: \322dinosaur bones\323 fossilizing in place. but worse than a fossilized bone)tj 0 -1.3 td -0.005 tc -0.008 tw [(fragment, our r)18(eview)91(, and per)18(haps many others, had never even once had)]tj t* 0 tc 0 tw (the chance )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 122.165 195.6709 tm 0 0 0 1 k (to be part of)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 172.3213 195.6709 tm 0 0 0 1 k -0.0001 tc (a)tj 0.74976 0 td 0 tc (lar)tj 1.16796 0 td (ger living, br)tj 5.68433 0 td (eathing, dialectical whole.)tj -15.73418 -1.30001 td 0.009 tc 0.116 tw [(but this wasn\325t all ther)18(e was to be said about it. our )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 340.6586 182.6709 tm 0 0 0 1 k 0.008 tc (chance)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 371.9545 182.6709 tm 0 0 0 1 k 0.008 tc 0.116 tw (to be)tj -29.89545 -1.3 td -0.023 tc 0.01 tw [(involved in the pr)18(ocess and the conversations in which we had engaged had)]tj t* -0.014 tc 0.001 tw [(been tr)7(uly inspiring and educative to me \(and per)18(haps to a few of the other)]tj t* 0 tc 0.005 tw [(people involved in the r)18(eview)91(, though i think i was the most gr)18(een-ear)17(ed)]tj t* -0.006 tw (of the lot\). it is in this sense that the )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 231.279 130.6709 tm 0 0 0 1 k (illusion)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 264.276 130.6709 tm 0 0 0 1 k -0.006 tw (of participation had given me)tj -19.1276 -1.3 td -0.0001 tc (a)tj 0.8031 0 td 0 tc 0.053 tw (sense of what genuine participation might yield. so despite my disap-)tj -0.8031 -1.3 td 0.017 tc 0.108 tw (pointment at what this spinning wheel incident suggested about the)tj -0.0254 tc (pr)' 0.9279 0 td -0.025 tc 0.012 tw (ocess of policy development, i had nevertheless, sensed enough possibility)tj -0.9279 -1.3 td 0.005 tc 0.12 tw [(of useful outcomes to imagine that the huge and expensive r)18(ounds of)]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 /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(issues of inc)20(lusion in de)14(veloping en)40(vir)20(onmental education p)39(olic)10(y)-5761(87)]tj et q endstream endobj 9 0 obj << /length 6139 >> 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 -0.022 tc 0.009 tw [(consultations that the ministry had or)17(ganized had likely come to some good)]tj 0 -1.30001 td -0.014 tc 0.002 tw [(beyond whatever document it would pr)18(oduce. having worked most of my)]tj 0 -1.3 td 0.008 tc 0.117 tw [(academic life entir)18(ely in isolation \(out in the country in southwestern)]tj 0 -1.30001 td -0.016 tc 0.003 tw (ontario; isolation has its consolations\), this episode was my first experience)tj t* -0.006 tc -0.007 tw [(of that wondr)18(ous syner)18(gy that can happen when a gr)16(oup of well-meaning)]tj 0 -1.3 td -0.009 tc -0.004 tw [(people working on a similar pr)18(oblem get together to think in collaboration)]tj t* 0 tc 0 tw [(with each other)74(. i was swept away by the experience. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 481.6709 tm 0 0 0 1 k -0.011 tc (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 58.1069 481.6709 tm 0 0 0 1 k -0.0113 tc (:)tj 0.4761 0 td -0.011 tc -0.001 tw [(not only this, but your discussions ar)18(e still with you as they ar)17(e with)]tj -2.58679 -1.3 td -0.016 tc 0.003 tw [(others, and they ar)18(e being r)17(evived as you write this case example. )18(y)91(ou have)]tj t* 0 tc 0.05 tw [(learned thr)17(ough the pr)18(ocess and you carry that learning forwar)17(d as you)]tj t* 0.001 tc 0.124 tw [(write about it. the document may become irr)18(elevant, but your experi)-1(-)]tj t* 0 tc 0 tw (ences and learning will not.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 401.5489 tm 0 0 0 1 k -0.015 tc (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 65.5609 401.5489 tm 0 0 0 1 k -0.0145 tc (:)tj 0.45518 0 td -0.015 tc 0.002 tw [(y)91(es, and this is important when it comes to the question, \322)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 318.1967 401.5489 tm 0 0 0 1 k -0.015 tc 0.002 tw (should we)tj -28.11967 -1.3 td 0 tc 0 tw (try)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 52.2132 388.5489 tm 0 0 0 1 k 0.05 tw [(to come to agr)18(eement on some national principles for envir)18(onmental)]tj -1.52132 -1.3 td 0.003 tc 0.122 tw [(education?\323 not only considerations about the pr)18(oduct, but also these)]tj t* 0 tc 0.006 tw (considerations about pr)tj 10.45567 0 td (ocess\321positive and negative both\321should come)tj -10.45567 -1.3 td 0.006 tc 0.118 tw (into play)tj 4.00952 0 td 0.0067 tc (.)tj 0.63168 0 td 0.007 tc [(w)92(e can\325t answer the \322should we try?\323 question r)17(e)1(s)1(p)1(o)1(n)1(s)1(i)1(b)1(l)1(y)]tj -4.6412 -1.3 td 0.006 tc 0.119 tw (without addr)tj 6.04332 0 td (essing the questions of what kind of pr)tj 18.198 0 td (ocesses would be)tj -24.24132 -1.3 td -0.024 tc 0.011 tw (involved, how pr)tj 7.26087 0 td (oductive such pr)tj 7.03651 0 td (ocesses have been in past endeavours, and)tj -14.29738 -1.30001 td 0 tc 0 tw [(how they might be arranged to go better)72(. )]tj 1.8 -1.3 td -0.0001 tc (i)tj 0.64049 0 td 0 tc 0.054 tw [(str)18(ongly believe that we need light shed on these questions fr)17(om a)]tj -2.44049 -1.3 td -0.001 tc -0.011 tw (variety of standpoints: fr)tj 10.84934 0 td [(om people who ar)18(e widely experienced as )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 332.5791 284.5489 tm 0 0 0 1 k -0.001 tc (or)tj 0.81285 0 td (gan-)tj -30.37076 -1.3 td 0 tc (izers)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 59.3259 271.5489 tm 0 0 0 1 k 0.094 tw [(of lar)18(ge-scale educational policy discussions, fr)19(om people who ar)18(e)]tj -2.23259 -1.3 td 0.114 tw (widely experienced as )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 141.2959 258.5489 tm 0 0 0 1 k (participants)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 193.4285 258.5489 tm 0 0 0 1 k 0.114 tw (in lar)tj 2.40394 0 td (ge-scale educational policy dis)tj 13.82046 0 td (-)tj -31.86725 -1.3 td 0.076 tw (cussions, and especially)tj 10.57555 0 td -0.0002 tc (,)tj 0.57615 0 td 0 tc 0 tw (fr)tj 0.71003 0 td 0.076 tw (om people whose standpoint is firmly on the)tj -11.86173 -1.30001 td -0.009 tc -0.004 tw [(gr)17(ound\321people who ar)18(e involved in the discussions as teachers and envi)2(-)]tj 0 -1.3 td 0 tc (r)tj 0.37704 0 td 0.125 tw (onmental educators whose involvement may well fall outside of their)tj -0.37704 -1.3 td 0.001 tc 0.124 tw (job description and be far fr)tj 12.89185 0 td (om facilitated by their jobs, because many)tj -12.89185 -1.3 td -0.004 tc -0.008 tw [(people centrally engaged in envir)17(onmental education ar)18(e likely to be acci-)]tj t* 0.003 tc 0.121 tw [(dentally but ef)17(fectively excluded fr)18(om participation by lack of time or)]tj t* 0 tc 0 tw (opportunity to get involved.)tj 1.8 -1.3 td -0.016 tc 0.003 tw (for me, this concern goes to the heart of my feelings about the question)tj -1.8 -1.3 td 0.005 tc 0.12 tw (of a national framework. i think that the question of who participates)tj t* -0.006 tc -0.007 tw [(\(even when stakeholder gr)18(oups ar)17(e identified and funding support given\))]tj t* 0.009 tc 0.116 tw [(is all too often answer)18(ed by the unplanned and unr)17(ecognized criteria)]tj t* -0.007 tc -0.006 tw [(r)17(evealed in the never asked question, \322who has enough privilege in terms)]tj t* -0.014 tc 0.001 tw (of time, connections, and opportunity to be able to participate?\323 i think this)tj t* 0 tc 0 tw (happens )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 77.1981 76.5489 tm 0 0 0 1 k 0.002 tw (often despite)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 130.0041 76.5489 tm 0 0 0 1 k 0.002 tw [(str)18(ong ef)17(forts to make this not be so.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 290.0824 80.5489 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 295.6023 76.5489 tm 0 0 0 1 k -0.0001 tc (i)tj 0.58882 0 td 0 tc 0.002 tw (want to see a)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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (88)tj 21.16281 0.00001 td 0 tc (p)tj 0.6372 0.00001 td (amela cour)tj 5.4646 0.00001 td [(tena)20(y-hall &)-278(ste)14(ve lott)]tj et q endstream endobj 10 0 obj << /length 5479 >> 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 -0.002 tc -0.011 tw [(dif)18(fer)17(ent set of criteria determine how these things go, criteria r)17(eflected in)]tj 0 -1.30001 td -0.004 tc -0.008 tw [(questions like, \322who is systematically if inadvertently excluded fr)18(om par-)]tj 0 -1.3 td -0.005 tc -0.007 tw [(ticipation in envir)17(onmental education discussions?\323 \(we discuss this issue)]tj 0 -1.30001 td -0.015 tc 0.002 tw [(in the pages ahead\), and, \322who is alr)18(eady working to make significant con-)]tj t* 0 tc 0 tw [(tributions on the gr)17(ound?\323)]tj 1.8 -1.3 td -0.017 tc 0.005 tw [(this latter question/criterion is why i asked steve to shar)18(e his thoughts)]tj -1.8 -1.3 td 0 tc -0.01 tw [(with me about this question of agr)17(eement on national principles for envi-)]tj t* -0.004 tw [(r)18(onmental education. steve didn\325t plan to contribute dir)18(ectly to the collo)-1(-)]tj t* 0.125 tw [(quium because his teaching and activist commitments ar)19(e leading him)]tj t* 0.05 tw [(elsewher)18(e this week. he and his colleagues in envir)18(onmental educators)]tj t* -0.013 tc 0.001 tw [(p)1(r)18(ovincial specialist )37(association have or)19(ganized a confer)18(ence for the week)-1(-)]tj t* -0.016 tc 0.004 tw [(end of october 23 at mcqueen lake. this fall r)18(e)1(t)1(r)18(eat is for b.c. teachers and)]tj t* 0 tc 0.056 tw [(envir)18(onmental educators inter)17(ested to get together to shar)17(e experiences,)]tj (r)' 0.37695 0 td 0.029 tw [(esour)18(ces, and ideas. these ar)19(e the days of finalizing logistics, so a hasty)]tj -0.37695 -1.3 td -0.004 tc -0.008 tw [(interview seemed the best bet for getting input fr)16(om steve\321which is how)]tj t* 0 tc 0 tw (this article began.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 90.0327 359.6709 tm 0 0 0 1 k (getting environmental education discourse out of little boxes)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 335.8709 tm 0 0 0 1 k (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 94.665 335.8709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.54261 0 td 0 tc 0.043 tw (should we try to come up with a national framework for envir)tj 28.03045 0 td 0 tw (on)tj 1.12768 0 td (-)tj -31.86724 -1.3 td -0.021 tc 0.009 tw (mental education? my answer to this question is yes. like it or not, we work)tj t* -0.025 tc 0.012 tw (in social systems that ar)tj 9.92341 0 td (e)tj 0.69133 0 td 0 tw (hierar)tj 2.47473 0 td 0.012 tw (chically or)tj 4.31056 0 td (ganized, so we need r)tj 9.10688 0 td 0 tw (epr)tj 1.3823 0 td (esentation)tj -27.88921 -1.30002 td -0.006 tc -0.006 tw [(within those hierar)17(chies. envir)18(onmental education needs to be r)18(ecognized)]tj 0 -1.3 td -0.024 tc 0.011 tw [(symbolically within them, so that dif)18(fer)17(ent echelons can corr)18(espond\321so that)]tj t* 0 tc 0.005 tw (one layer or one level can communicate with another about envir)tj 28.79619 0 td 0 tw (onmen)tj 3.07104 0 td (-)tj -31.86723 -1.30001 td (tal education. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 231.8709 tm 0 0 0 1 k -0.023 tc (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 101.0638 231.8709 tm 0 0 0 1 k -0.0228 tc (:)tj 0.42785 0 td -0.023 tc 0.01 tw (and so that dif)tj 6.3294 0 td 0 tw (fer)tj 1.12011 0 td 0.01 tw (ent levels will )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 240.2059 231.8709 tm 0 0 0 1 k -0.023 tc 0.01 tw (have to)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 269.6822 231.8709 tm 0 0 0 1 k -0.023 tc 0.01 tw (communicate with each other)tj -19.66822 -1.3 td 0 tc 0.037 tw [(about envir)17(onmental education; that is, so that envir)18(onmental education)]tj t* 0 tw (can\325t dr)tj 3.36719 0 td (op out of of)tj 5.11084 0 td [(ficial r)18(ecognition at any level.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 179.8709 tm 0 0 0 1 k (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 94.665 179.8709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.51165 0 td 0 tc 0.012 tw [(that\325s our system. if we had a dif)19(fer)17(ent system, i might r)18(espond in)]tj -2.67815 -1.3 td -0.0182 tc (a)tj 0.71917 0 td -0.018 tc 0 tw (dif)tj 1.16255 0 td 0.006 tw [(fer)17(ent way)111(. if the system tr)7(uly supported implementation of grass-r)18(oots)]tj -1.88172 -1.3 td 0 tc 0.029 tw [(initiatives in envir)17(onmental education, this discussion would have a dif)2(-)]tj t* 0.008 tw [(fer)17(ent focus. but first we must talk about keeping the dialogue r)17(egar)18(ding)]tj t* -0.001 tc 0 tw (envir)tj 2.29005 0 td -0.012 tw (onmental education and its guidelines and implementation pr)tj 27.26408 0.00001 td 0 tw (ocess)tj 2.31299 0.00001 td 0 tc (-)tj -31.8671 -1.3 td 0.027 tw [(es active at the top ends of the educational hierar)18(chy)110(. it isn\325t ther)18(e at this)]tj t* 0 tw [(pr)17(esent time. )37(and, the consequences of this void ar)19(e str)17(ongly felt by edu)-1(-)]tj t* -0.024 tc 0.011 tw (cators in the field thr)tj 8.68338 0.00001 td (ough the curr)tj 5.70655 0.00001 td (ent lack of funding and support for imple)tj 17.47709 0.00001 td 0 tc (-)tj -31.867 -1.3 td -0.003 tc -0.01 tw [(mentation. )37(an example of this communication/or)18(ganizational pr)18(oblem is)]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 /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(issues of inc)20(lusion in de)14(veloping en)40(vir)20(onmental education p)39(olic)10(y)-5761(89)]tj et q endstream endobj 11 0 obj << /length 5844 >> 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 0.011 tc 0.114 tw [(that the b.c. education ministry has spent millions of dollars r)18(e-con-)]tj 0 -1.30001 td 0 tc -0.008 tw [(str)8(ucting curriculum frameworks and guidelines, but has not maintained)]tj 0 -1.3 td 0.048 tw [(corr)18(espondence with teachers and educators on its implementation. the)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 546.6709 tm 0 0 0 1 k -0.006 tc -0.007 tw [(envir)18(onmental concepts in the classr)17(oom)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 209.6466 546.6709 tm 0 0 0 1 k -0.006 tc -0.007 tw ((1995) document is a case in point,)tj -17.26466 -1.30001 td -0.012 tc 0 tw [(wher)18(e the ministry has not continued an ef)17(fective corr)18(espondence between)]tj 0 -1.3 td 0.002 tc 0.123 tw [(practising educators, academics, and ministry personnel on the imple)1(-)]tj t* 0 tc 0 tw (mentation of the guidelines.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 481.6709 tm 0 0 0 1 k -0.017 tc (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 65.3934 481.6709 tm 0 0 0 1 k -0.0173 tc (:)tj 0.45238 0 td -0.017 tc 0.005 tw [(y)92(es, the ministry did try to get envir)17(onmental education curriculum)]tj -3.29172 -1.3 td -0.02 tc 0.007 tw [(integration going several years ago by contracting a gr)16(o)-1(u)-1(p)-1( )-1(t)-1(o)-1( )-1(d)-1(e)-1(v)-1(e)-1(l)-1(o)-1(p)-1( )-1(a)-1( )-1(p)-1(r)17(o-)]tj t* -0.026 tc 0.004 tw [(p)-10(o)-10(s)-10(a)-10(l)-237(for implementation. i was a participant in these discussions in the sum)1(-)]tj t* 0 tc -0.004 tw [(m)10(e)10(r)10( )10(of 1997. but i think one of the pr)17(oblems with this endeavour\321just as)]tj t* -0.031 tc 0.009 tw [(y)-10(o)-10(u)-10( )-10(p)-10(o)-10(i)-10(n)-10(t)-10( )-10(o)-10(ut\321was that no longer)17(-term pr)18(ovisions wer)18(e made for continuing)]tj t* -0.034 tc 0.012 tw (discussion. the fun)tj 7.95527 0 td -0.024 tc [(ding and time scale wer)18(e too small for anything very sub-)]tj -7.95527 -1.3 td 0 tc 0.059 tw (stantive to develop in terms of networks or in terms of curriculum inte-)tj t* -0.009 tc -0.003 tw [(gration strategies and r)17(e)1(s)1(o)1(u)1(r)19(ce listings. )37(as you say)111(, no forwar)18(d)1(i)1(n)1(g)1( )1(p)1(r)19(ocess.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 364.6709 tm 0 0 0 1 k 0.002 tc (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 58.7703 364.6709 tm 0 0 0 1 k 0.002 tc (:)tj 0.62684 0 td 0.123 tw [(it\325s important that whatever principles ar)17(e articulated, they take)]tj -2.80387 -1.3 td 0.006 tc 0.119 tw [(shape not in the form of dogmatic and mandated curriculum r)19(equir)17(e-)]tj t* -0.013 tc 0.001 tw [(ments, but rather in the form of a mission statement, a statement of the val)-1(-)]tj t* 0 tc 0.059 tw (ues involved in envir)tj 9.52795 0 td (onmental education. the establishment of national)tj -9.52795 -1.3 td -0.013 tc 0 tw (principles should be understood to be )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 202.3656 312.6709 tm 0 0 0 1 k -0.0125 tc (a)tj 0.66891 0 td -0.013 tc [(valuing of envir)18(onmental education as)]tj -17.20547 -1.3 td 0 tc -0.009 tw (an enterprise)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 89.4103 299.6709 tm 0 0 0 1 k (.)tj 0.45441 0 td -0.009 tw (and, a valuing of the contributions it can make to education)tj -5.69544 -1.3 td -0.025 tc 0.012 tw [(as a whole. the principles must also r)19(eflect the need for discourse and devel-)]tj t* 0 tc 0 tw [(opment within envir)17(onmental education, and spur involvement and cur)1(-)]tj t* 0.003 tw (riculum development. but the mandate and mission must engage people)tj t* 0.022 tw (at all levels of national, r)tj 10.91981 0 td (egional and local agencies. )tj 12.06416 0 td (and it must be prac)tj 8.88326 0 td (-)tj -31.86723 -1.30001 td -0.019 tc 0.007 tw (tised\321lived. this is not about constr)tj 15.50732 0 td (ucting a set of r)tj 6.48749 0 td (hetorical statements; it\325s)tj -21.99481 -1.30001 td -0.006 tc -0.007 tw [(about developing principles for human actions and decisions within envi)1(-)]tj 0 -1.3 td 0 tc -0.006 tw [(r)18(onments. it cannot be definite nor absolute; it must be lived to be under)-1(-)]tj t* -0.006 tc 0 tw (stood. )tj 2.86988 0 td -0.007 tw (and then, it can, and pr)tj 10.33401 0 td (obably will, be changed. living it will teach)tj -13.20389 -1.30001 td 0.0199 tc (us)tj 1.47062 0 td 0.02 tc 0.134 tw [(how)92(, and when, it needs to be changed. living it will change it.)]tj -1.47062 -1.3 td -0.006 tc -0.006 tw [(e)1(n)1(v)1(i)1(r)19(onmental education is about life in all of its diverse manifestations\321)]tj t* -0.022 tc 0.009 tw [(biological, ecological, cultural, and social\321and its developments and its dia)1(-)]tj t* 0 tc 0 tw [(logues must likewise r)18(eflect inher)17(ent pr)18(ocesses of flux and change.)]tj 1.8 -1.3 td -0.017 tc 0.005 tw [(envir)18(onmental education needs r)18(ecognition. that\325s what we worked so)]tj -1.8 -1.3 td 0.004 tw [(har)18(d for in developing the b.c. ministry of education policy document. but)]tj t* -0.011 tc -0.002 tw (the pr)tj 2.5471 0 td [(oduct, the document that came out of thr)18(ee weeks of stimulating dis-)]tj -2.5471 -1.3 td -0.007 tc -0.006 tw (cussion with 12 people, is unlikely to inspir)tj 18.78914 0.00001 td -0.0071 tc (e)tj 0.70929 0 td -0.007 tc (anyone. it says very little, the)tj -19.4984 -1.3 td -0.001 tc -0.012 tw [(writing in it is somewhat poorly or)18(ganized, and the document as a whole)]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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (90)tj 21.16281 0.00001 td 0 tc (p)tj 0.6372 0.00001 td (amela cour)tj 5.4646 0.00001 td [(tena)20(y-hall &)-278(ste)14(ve lott)]tj et q endstream endobj 12 0 obj << /length 4953 >> 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 -0.006 tw [(is dif)18(ficult to understand. it is of little use to people who go to it for guid)-1(-)]tj 0 -1.30001 td 0.093 tw [(ance in integrating envir)17(onmental education into their curriculum. \(see)]tj 0 -1.3 td 0.007 tw (below for a brief critical outline of the document.\) it is a superficial state-)tj 0 -1.30001 td -0.005 tc -0.008 tw [(ment cobbled into a pr)17(oblematic format that the committee members who)]tj t* 0 tc -0.012 tw [(wr)18(ote it ar)17(gued long and har)18(d to discar)18(d. but it wasn\325t discar)18(ded because)]tj 0 -1.3 td -0.009 tc -0.003 tw [(the document had to fit with pr)17(e-given dir)18(ectives. these dir)18(ectives wer)18(e)1(n)11(t)]tj t* 0.003 tc 0.122 tw (ours to question, and so we ended up with a document that has been)tj t* 0.001 tc 0.124 tw (shoved into a ridiculously little box with many of the definitive edges)tj t* -0.007 tc -0.006 tw [(snipped of)18(f to make it fit. pull it out of the box and you will see something)]tj t* -0.011 tc -0.002 tw [(so full of holes and ragged ideas that many of the understandings and sen)1(-)]tj t* 0 tc 0 tw [(sitivities that went in ar)17(e now almost completely unr)18(ecognizable.)]tj 1.8 -1.3 td 0.005 tw [(on the other hand, policy-wise, it\325s all ther)17(e is. )37(achieving the accept-)]tj -1.8 -1.3 td 0.095 tw [(ance of a document that states that envir)17(onmental education should be)]tj t* 0.038 tw (integrated into every part of the ministry\325s integrated resour)tj 27.35093 0 td (ce package)tj -27.35093 -1.3 td -0.006 tc -0.007 tw [(curriculum is a gr)18(eat thing. )36(and, what is mor)18(e, it is now ther)18(e in section c)]tj t* 0 tc 0.029 tw [(of every one of the ministry\325s over 100 pr)18(escribed curriculum integrated)]tj t* -0.003 tc -0.009 tw [(resour)18(ce package\325s under the heading \322envir)18(onment and sustainability)110<2ed3>]tj t* -0.014 tc 0 tw [(befor)18(e )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 102.7958 364.6709 tm 0 0 0 1 k -0.014 tc 0.001 tw [(envir)18(onmental concepts in the classr)17(oom)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 270.2476 364.6709 tm 0 0 0 1 k -0.014 tc 0.001 tw [((1995), ther)17(e was no ministry)]tj -19.72476 -1.3 td -0.01 tc -0.003 tw [(policy document of any type in support of envir)17(onmental education. now)92(,)]tj t* 0 tc 0 tw [(at least ther)17(e is a foundation, however tenuous it may appear)74(.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 159.299 307.6709 tm 0 0 0 1 k (the b.c. policy document (1995))tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 283.8709 tm 0 0 0 1 k -0.02 tc (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 101.2593 283.8709 tm 0 0 0 1 k -0.0196 tc (:)tj 0.46778 0 td -0.02 tc 0.007 tw [(let me of)18(fer this brief critical description for r)18(eaders unfamiliar with)]tj -3.29371 -1.3 td 0.015 tc 0.11 tw (the document which we ar)tj 12.57397 0 td 0.0145 tc (e)tj 0.86842 0 td 0.015 tc 0 tw (discussing. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 261.7671 270.8709 tm 0 0 0 1 k 0.015 tc (envir)tj 2.38891 0 td 0.11 tw (onmental concepts in the)tj -21.26562 -1.3 td -0.02 tc 0.007 tw [(classr)18(oom: a)-201(guide for t)111(eachers)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 200.5835 257.8709 tm 0 0 0 1 k -0.02 tc 0.007 tw ((b.c. ministry of education, 1995) is a 20 page)tj -12.75835 -1.3 td 0.007 tc 0.118 tw [(document that intr)17(oduces six principles for integrating envir)18(onmental)]tj t* 0 tc 0 tw (concepts into the classr)tj 10.18481 0 td (oom. these principles ar)tj 10.82447 0 td (e: )tj -21.00928 -2.60001 td (1.)tj 1.8 0 td (dir)tj 1.44165 0 td (ect experience is the basis of learning. )tj -3.24165 -1.30001 td (2.)tj 1.8 0 td -0.007 tc -0.005 tw (responsible action is integral to, and a consequence of, envir)tj 26.26362 0 td 0 tw (onmental)tj -26.26362 -1.30001 td 0 tc (education. )tj -1.8 -1.3 td (3.)tj 1.8 0 td (life on earth depends on, and is part of, complex systems. )tj -1.8 -1.3 td [(4.)-1050(human decisions and actions have envir)19(onmental consequences. )]tj t* 0.002 tc 0.123 tw [(5)2(.)-1048(envir)18(onmental awar)17(eness enables 世界æ¯2022赛程表淘汰赛 to develop an aesthetic)]tj 1.8 -1.3 td 0 tc 0 tw (appr)tj 2.07861 0 td (eciation of the envir)tj 8.76612 0.00001 td (onment. )tj -12.6447 -1.3 td 0.09 tw [(6.)-1050(the study of the envir)18(onment enables 世界æ¯2022赛程表淘汰赛 to develop an envi-)]tj 1.8 -1.3 td 0 tw [(r)18(onmental ethic.)]tj -1.8 -2.1 td -0.019 tc 0.006 tw (\(for further discussion, see the article by hart, jickling, and kool in this vol-)tj 0 -1.3 td 0 tc 0 tw (ume.\))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 /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(issues of inc)20(lusion in de)14(veloping en)40(vir)20(onmental education p)39(olic)10(y)-5761(91)]tj et q endstream endobj 13 0 obj << /length 5152 >> 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 55 585.6709 tm 0 0 0 1 k 0.09 tw [(each of these principles r)18(eceives r)18(oughly a page or a half-page dis-)]tj -1.8 -1.30001 td 0.001 tc 0.124 tw [(cussion in the document, and the r)18(emainder of the document contains)]tj 0 -1.3 td 0 tc 0 tw (various appendices. )tj 1.8 -1.30001 td 0.148 tw [(a)-35(p)-35(pendix )36(a)-342(is a sample theme study unit whose first unit, \322con-)]tj -1.8 -1.30001 td -0.02 tc -0.012 tw (sumerism,\323 begins with the observation that \322consumerism is a cornerstone)tj 0 -1.3 td 0.029 tw [(of western cultur)18(e.\323 unfortunately)110(, this )36(appendix, in its finally edited form,)]tj t* -0.012 tc 0.122 tw [(d)5(o)5(e)5(s)5(n)55(t)5( )5(manage to suggest much explicit critical perspective on this fact.)]tj t* -0.024 tc -0.003 tw [(nowher)18(e does it mention the pr)17(oblem of the transformation of western polit-)]tj t* -0.015 tc 0.021 tw [(ical awar)18(eness fr)18(om the citizen model to the consumer model, wher)19(eby the)]tj t* -0.014 tc 0.001 tw [(i)15(m)15(p)15(ortance of participating in democratic pr)17(ocesses and engaging in action)]tj t* -0.001 tc -0.012 tw [(for str)8(uctural r)17(eform can become eclipsed by the discourse of \322consumer)19(-)]tj t* 0 tc 0.125 tw [(voting.\323 the pr)18(oblem of r)17(esponsible social action being r)18(educed to the)]tj t* 0.096 tw [(making of well-informed pur)18(chases\321i.e., \322the privatization of envir)17(on-)]tj t* -0.004 tc -0.009 tw (mental morality\323 (sandilands, 1993)\321is a pr)tj 19.42391 0 td (oblem that slips notice in this)tj -19.42391 -1.3 td 0 tc 0 tw (unit on consumerism. )tj 1.8 -1.3 td -0.016 tc 0.004 tw (the unit achieves its maximally critical perspective on consumerism by)tj -1.8 -1.3 td -0.002 tc -0.01 tw (listing \322distinction between needs and wants\323 and \322exploration of ethical)tj t* 0 tc 0.01 tw [(implications of r)18(esear)18(ch analysis and choices made by investment corpo)1(-)]tj t* 0.104 tw [(rations\323 under the integrated curriculum ar)17(eas of \322business )1(education,)]tj t* -0.007 tc -0.006 tw [(t)91(echnology education, social studies, and home economics\323 \(ministry of)]tj t* -0.017 tc 0.005 tw (education, 1995, p. 1)tj 8.71347 0 td (1\). but it says nothing mor)tj 11.22363 0 td -0.0172 tc (e)tj 0.69916 0 td -0.017 tc (about them. the document)tj -20.63626 -1.30001 td -0.001 tc -0.012 tw [(is that slim. ther)18(e ar)18(e no explanations or examples given, no ideas of cur-)]tj 0 -1.3 td 0.007 tc 0.118 tw [(riculum r)18(esour)18(ces or instr)8(uctional strategies suggested. of course, the)]tj t* 0 tc 0.027 tw [(document is a guideline, not a curriculum r)18(esour)18(ce, so it would be unr)18(e-)]tj t* 0.015 tw (alistic to expect too much detail. but it needs at least some elaboration of)tj t* -0.009 tw [(wher)18(e to go with these concepts. )36(and it needs mor)19(e explicit discussion of)]tj t* 0.002 tc 0.123 tw (critical perspectives on consumerism so that teachers and 世界æ¯2022赛程表淘汰赛 ar)tj 31.72122 0 td 0 tc (e)tj -31.72122 -1.3 td -0.002 tc -0.01 tw (not encouraged to think only fr)tj 13.66883 0 td (om within that model. )tj 9.99963 0 td (any teacher uncrit)tj 8.19875 0 td 0 tc (-)tj -31.86721 -1.30001 td -0.003 tc -0.009 tw [(ical of consumerism gets little help fr)18(om this unit outline, and any teacher)]tj 0 -1.3 td -0.002 tc -0.011 tw [(looking for suggestions of how to explor)18(e these topics in curriculum-inte)-1(-)]tj t* 0 tc 0 tw (grated ways finds no suggestions. )tj 1.8 -1.3 td 0.098 tw [(my first time r)18(eading this )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 175.0294 182.6709 tm 0 0 0 1 k (guide)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 199.4752 182.6709 tm 0 0 0 1 k 0.098 tw [(\321which was well befor)18(e i had met)]tj -16.24752 -1.3 td -0.016 tc 0.003 tw [(many of the people involved in its development\321i had the distinct impr)18(es-)]tj t* 0 tc -0.006 tw [(sion that the critical hints within it linked up to mor)17(e thor)17(oughgoing crit-)]tj t* 0.006 tc 0.119 tw [(ical considerations not all of which could make it thr)19(ough the vetting)]tj t* -0.015 tc 0.003 tw [(p)1(r)18(ocess involved in pr)19(oducing such a document. if this is the case, then this)]tj t* -0.002 tc -0.01 tw [(is certainly a loss to those of us concerned to maximize r)19(e)1(f)1(l)1(e)1(c)1(t)1(i)1(v)1(e)1( )1(t)1(h)1(i)1(n)1(k)1(i)1(n)1(g)]tj t* -0.019 tc 0.006 tw (in our schools . . . because r)tj 11.51446 0.00001 td [(eflective thinking r)17(equir)17(es that 世界æ¯2022赛程表淘汰赛 consider)]tj -11.5145 -1.3 td 0 tc 0.056 tw (all perspectives on an issue; for example, perspectives fr)tj 25.20176 0.00001 td (om people who)tj -25.2018 -1.3 td -0.003 tc -0.01 tw [(embrace consumerism, perspectives fr)19(om people who encourage individ-)]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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (92)tj 21.16281 0.00001 td 0 tc (p)tj 0.6372 0.00001 td (amela cour)tj 5.4646 0.00001 td [(tena)20(y-hall &)-278(ste)14(ve lott)]tj et q endstream endobj 14 0 obj << /length 5047 >> 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 -0.004 tw [(ual r)18(esponsibility within a consumerist model, and perspectives fr)18(om peo-)]tj 0 -1.30001 td -0.019 tc 0.006 tw [(ple who critique consumerism. it r)18(equir)18(es also that 世界æ¯2022赛程表淘汰赛 engage in class,)]tj 0 -1.3 td [(race, cultur)18(e, and gender analyses of these discourses. w)92(e\325ve got a long way)]tj 0 -1.30001 td -0.023 tc 0.011 tw (to go. but the )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 131.4536 546.6709 tm 0 0 0 1 k -0.023 tc (guide)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 157.1186 546.6709 tm 0 0 0 1 k -0.023 tc 0.011 tw [(does acknowledge elsewher)18(e that educators should help)]tj -8.41186 -1.30001 td -0.001 tc -0.012 tw [(世界æ¯2022赛程表淘汰赛 to critically appr)17(eciate \322a range of perspectives and vi)1(ewpoints\323)]tj 0 -1.3 td 0.005 tc 0.12 tw [((appendix c), and it does acknowledge that envir)18(onmental education)]tj t* 0 tc [(should help 世界æ¯2022赛程表淘汰赛 to understand \322the r)18(elationships between human)]tj t* -0.022 tc 0.009 tw [(rights, justice, race, and gender equity)110(, and the envir)18(o)-1(n)-1(m)-1(e)-1(n)-1(t)-1-1( )-1(\()-1(p)-1(.)-1( )-1(8)-1(\))-1(.)-1( )36(a)-1(s)-1( )-1(s)-1(t)-1(e)-1(v)-1(e)]tj t* -0.012 tc 0 tw [(has pointed out, the document is a gr)18(eat achievement despite the pr)17(oblems)]tj t* 0 tc -0.005 tw [(of pr)18(ocess and framework limitation that wer)18(e part of its development. it)]tj t* 0 tw [(puts the b.c. ministry of education on r)18(ecor)18(d as saying:)]tj 0 -2.8122 td 0.005 tc 0.12 tw [-1189(that envir)17(onmental education should be integrated acr)18(oss the cur-)]tj 1.8 -1.3 td 0 tc 0 tw (riculum,)tj -1.8 -1.3 td 0.066 tw [-1194(that envir)17(onmental education consists of much mor)19(e than just envi-)]tj 1.8 -1.3 td 0 tw [(r)18(onmental studies conceived on the model of the natural sciences; )]tj -1.8 -1.3 td -0.023 tc 0.011 tw [-1217(that envir)17(onmental education should pr)18(ovide opportunities for 世界æ¯2022赛程表淘汰赛 )]tj 1.8 -1.3 td 0 tc -0.006 tw (to examine their values and \322question cultural 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q bt /f2 1 tf 10 0 0 10 94.2698 232.5489 tm 0 0 0 1 k -0.008 tc (:)tj 0.47937 0 td -0.005 tw [(it took money fr)18(om the government to fund the series of discussions)]tj -2.60635 -1.3 td 0 tc 0.012 tw (that led up to )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 135.3596 219.5489 tm 0 0 0 1 k (envir)tj 2.31568 0 td 0.012 tw [(onmental concepts in the classr)17(oom)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 306.1787 219.5489 tm 0 0 0 1 k -0.0001 tc (.)tj 0.51141 0 td 0 tc 0.012 tw (the one that i took)tj -23.82929 -1.3 td -0.002 tc -0.011 tw (part in spanned thr)tj 8.4437 0 td (ee weeks, and the pr)tj 8.96024 0 td (ocess of engaging in those discus)tj 14.46338 0 td 0 tc (-)tj -31.86732 -1.30001 td -0.01 tc -0.003 tw [(sions was very valuable, as i said earlier)75(. but again, ther)17(e was no pr)18(ovision)]tj 0 -1.3 td [(for long term continuing expr)17(ession of those dialogues. )38(and the document)]tj t* 0 tc 0.01 tw (itself is too thin to serve as a connection for people 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q /gs1 gs q bt /f0 1 tf 10 0 0 10 66.5168 585.6709 tm 0 0 0 1 k (problems of marginalization in environmental education)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 561.871 tm 0 0 0 1 k 0.004 tc (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 58.8943 561.871 tm 0 0 0 1 k 0.0046 tc (:)tj 0.59272 0 td 0.004 tc 0.12 tw [(as suggested earlier)74(, a big national discussion with overar)18(ching)]tj -2.78215 -1.30001 td 0.121 tw [(statements will likely have serious pr)18(oblems of inclusiveness. it won\325t)]tj 0 -1.3 td -0.018 tc 0.005 tw [(include anyone not participant to that discussion. )37(and whether people who)]tj t* -0.021 tc 0.009 tw [(actually do participate ar)17(e hear)18(d or not hear)18(d depends upon their eloquence)]tj t* 0.004 tc 0.121 tw [(and their ability to have their ideas hear)17(d by the gr)17(oup. some will be)]tj t* -0.009 tc -0.003 tw [(hear)18(d mor)18(e loudly than others. it\325s important to have ways to incr)17(ease this)]tj t* -0.024 tc 0.011 tw [(dialogue. but it takes a gr)17(eat deal of ef)18(fort. it takes money and people to con-)]tj t* 0 tc 0 tw (duct the discussions, and venues to hold the discussions in. )tj 1.8 -1.3 td 0.062 tw [(fr)17(om my experience, this discourse is extr)19(emely complex and pr)18(ob)-1(-)]tj -1.8 -1.3 td 0.001 tc 0.124 tw (lematic. ther)tj 5.89716 0 td 0.0006 tc (e)tj 0.85447 0 td 0.001 tc [(is so much potential ideology and subjective interpr)18(eta-)]tj -6.75163 -1.3 td 0.009 tc 0.115 tw [(tion involved. the language is a huge pr)17(oblem for many people, and)]tj t* -0.009 tc -0.003 tw [(many )1(cultural )1(gr)17(o)-1(u)-1(p)-1(s)-1( h)-1(a)-1(v)-1(e)-1( b)-1(e)-1(e)-1(n)-1( e)-1(f)17(fectively )1(excluded )1(fr)18(o)-1(m)-1( p)-1(a)-1(r)-1(t)-1(i)-1(c)-1(i)-1(p)-1(a)-1(t)-1(i)-1(o)-1(n)-1( i)-1(n)]tj t* 0 tc 0.052 tw (discussions and fr)tj 8.06782 0 td [(om having influence on envir)18(onmental education. for)]tj -8.06782 -1.3 td -0.022 tc 0.01 tw [(example, when you take a look ar)17(ound 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0.00001 td [(oots of natur)18(e and wilderness pr)18(eservation movements)]tj -7.022 -1.3 td 0 tc 0.018 tw [(\(cr)18(onon, 1996; guha, 1989; salleh, 1993\), and mor)18(e and mor)18(e attention is)]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 /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(issues of inc)20(lusion in de)14(veloping en)40(vir)20(onmental education p)39(olic)10(y)-5761(95)]tj et q endstream endobj 17 0 obj << /length 6003 >> 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 -0.002 tc -0.01 tw [(being given to issues of social and global justice in envir)18(o)1(n)1(m)1(e)1(n)1(t)1(a)1(l)1( )1(m)1(a)1(t)1(t)1(e)1(r)1(s)]tj 0 -1.30001 td -0.013 tc 0 tw [(\(bullar)18(d, 1995; salleh, 1993; shiva, 1993; w)92(enz & w)92(estra, 1996\). this change)]tj 0 -1.3 td -0.0002 tc (is)tj 1.07807 0 td 0 tc 0.114 tw [(r)18(eflected in the emer)17(gence of the latest watchwor)18(d in envir)18(onmental)]tj -1.07807 -1.30001 td -0.002 tc -0.011 tw [(thought, \322envir)17(onmental justice.\323 it is important that these developments)]tj t* -0.019 tc 0.006 tw [(and the issues that underlie them be addr)18(essed in envir)18(onmental education,)]tj 0 -1.3 td -0.017 tc 0.004 tw [(for these pr)18(oblems of social/cultural bias in the academic world r)18(eflect sim)1(-)]tj t* 0 tc 0 tw [(ilar pr)17(oblems in dominant society generally)111(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 481.6709 tm 0 0 0 1 k (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 58.665 481.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.58481 0 td 0 tc 0.085 tw [(because of these pr)18(oblems of mar)18(ginalization, discussion of envi)1(-)]tj -2.75131 -1.3 td 0.008 tw [(r)18(onmental education at national levels has a str)18(ong tendency to be exclu)-1(-)]tj t* -0.003 tc -0.009 tw [(sive and elitist. it would be gr)18(eat if we could over)18(come these pr)18(oblems. in)]tj t* -0.025 tc 0.012 tw [(any case, at the local and community level it cannot be this way and be ef)18(fec-)]tj t* -0.014 tc 0.002 tw [(tive. if people ar)18(e going to \322buy in\323 to the changes that envir)16(onmental edu-)]tj t* -0.004 tc -0.009 tw (cation potentially illuminates, they ar)tj 16.31424 0 td -0.0041 tc (e)tj 0.71224 0 td -0.004 tc (going to have to be involved in the)tj -17.02648 -1.3 td [(discourse at some level; they must be actively involved for envir)19(onmental)]tj t* 0 tc 0.125 tw [(learning to work. )36(and, of course, by being \322actively involved\323 i mean)]tj t* -0.001 tc -0.012 tw [(participating thr)17(ough dialogue and the development of their own actions)]tj t* 0 tc 0 tw (and learning as well.)tj 1.8 -1.3 td 0.01 tc 0.1 tw [(what )-15(makes )-15(framework )-15(generation)15( w)15(o)15(r)15(t)15(h)15(w)15(h)15(i)15(l)15(e)15( i)15(s)15( i)15(f)15( i)15(t)15( p)15(r)32(o)15(v)15(i)15(d)15(e)15(s)15( a)15(n)]tj -1.8 -1.3 td -0.016 tc -0.012 tw [(impetus for discussions to carry on independ)1(e)-15(n)-15(t)-15(l)-15(y)-15( )-15(a)-15(f)-15(t)-15(e)-15(r)-15( )-15(t)-15(h)-15(e)-15( )-15(f)-15(r)-15(a)-15(m)-15(e)-15(w)-15(o)-15(r)-15(k)-15( )-15(h)-15(a)-15(s)]tj t* -0.007 tc -0.006 tw (been pr)tj 3.26683 0 td (oduced. this is what we ar)tj 11.64304 0 td -0.0069 tc (e)tj 0.7094 0 td -0.007 tc (doing in the envir)tj 7.88024 0 td [(onmental educ)15(a)15(t)15(o)15(r)15(s)]tj -23.49951 -1.30001 td -0.015 tc 0.036 tw [(pr)17(ovincial specialist )37(association, but we do it in a very grassr)18(oots way)111(. w)92(e)]tj 0 -1.3 td 0.017 tw [(don\325t have special funding fr)18(om the government, though we have r)17(eceived)]tj t* 0.001 tw [(grants for workshops. this may be the most pr)18(oductive and legitimate way)]tj t* -0.006 tw [(to do this, as opposed to a specific discussion. but we ar)20(e small as an or)18(gan)-1(-)]tj t* -0.001 tw [(ization. out of 40,000 teachers in b.c., only 100, or s)-15(o)-15(,)-15( )-15(b)-15(e)-15(l)-15(o)-15(n)-15(g)-15( )-15(t)-15(o)-250(our or)18(gani-)]tj t* -0.012 tw (zation. our small size illustrates the pr)tj 16.38046 0 td (oblem of developing a dialogue fr)tj 14.40604 0 td 0 tw (om)tj -30.7865 -1.3 td -0.026 tc -0.002 tw (the grassr)tj 4.05053 0 td (oots. it is har)tj 5.28359 0 td -0.0261 tc (d)tj 0.80728 0 td -0.026 tc (to imagine a national discussion ever arising without)tj -10.1414 -1.30001 td -0.015 tc 0 tw [(government level r)18(ecognition and support.)]tj 1.8 -1.3 td -0.004 tc -0.009 tw [(i\325m not sur)18(e what r)18(ole the federal, or pr)17(ovincial, governments need to)]tj -1.8 -1.3 td 0 tw (play)tj 1.81995 0 td -0.0044 tc (.)tj 0.48295 0 td -0.004 tc (per)tj 1.44729 0 td -0.008 tw (haps this is another question that needs to be discussed. wher)tj 27.02745 0 td -0.0043 tc (e)tj 0.71199 0 td -0.004 tc 0 tw (is)tj -31.48964 -1.30001 td -0.006 tc -0.007 tw [(this all going to? the goal is to help make people awar)18(e of what others ar)17(e)]tj 0 -1.3 td 0.001 tc 0.124 tw [(doing in the field of envir)18(onmental education\321what people ar)17(e doing)]tj t* 0 tc -0.012 tw [(on sustainability)110(, what people ar)18(e doing on connections to place, whatev-)]tj -0.0002 tc (er)' 1.19344 0 td 0 tc 0.07 tw [(people ar)18(e doing in any ar)17(ea that they think of as being part of envi)-2(-)]tj -1.19344 -1.3 td -0.021 tc 0.008 tw [(r)18(onmental education. but i do str)18(ongly feel that mor)17(e support is needed and)]tj t* -0.005 tc -0.007 tw [(that the curr)17(ent level of discourse is inadequate to institute envir)18(onmental)]tj t* 0 tc 0 tw (education on a lar)tj 7.926 0 td -0.0001 tc (ge)tj 1.2847 0 td 0 tc (scale in our schools.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 80.1709 tm 0 0 0 1 k -0.021 tc (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 65.1581 80.1709 tm 0 0 0 1 k -0.0212 tc (:)tj 0.4663 0 td (so)tj 1.2661 0 td tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 87.2674 80.1709 tm 0 0 0 1 k -0.021 tc 0.009 tw (can we)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 116.1323 80.1709 tm 0 0 0 1 k -0.021 tc 0.009 tw [(agr)17(ee on some national principles for envir)18(onmental edu-)]tj -7.9132 -1.3 td 0 tc 0 tw (cation?\323)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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (96)tj 21.16281 0.00001 td 0 tc (p)tj 0.6372 0.00001 td (amela cour)tj 5.4646 0.00001 td [(tena)20(y-hall &)-278(ste)14(ve lott)]tj et q endstream endobj 18 0 obj << /length 5757 >> 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 73 585.6709 tm 0 0 0 1 k -0.024 tc (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 93.4707 585.6709 tm 0 0 0 1 k -0.024 tc (:)tj 0.46334 0 td (i)tj 0.55033 0 td 0.011 tw [(would interpr)18(et \322can we?\323 as \322is it possible to?\323 is it possible to )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 375.0254 585.6709 tm 0 0 0 1 k -0.024 tc [(agr)18(ee)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 572.6709 tm 0 0 0 1 k -0.025 tc 0.012 tw [(on national principles? my feeling about this is yes and no and maybe. \322y)92(es\323)]tj 0 -1.3 td 0.003 tc 0.122 tw [(we can, if we think/agr)17(ee that it is essential that it be done. \322no\323 we)]tj 0 -1.30001 td 0 tc 0.008 tw [(can\325t if we expect this agr)17(eement to be fully accepted by all equally)110(. )37(and,)]tj t* -0.007 tc -0.005 tw (\322maybe\323 depending on whether such a discussion is ever begun, who it is)tj 0 -1.3 td 0 tc 0 tw [(begun by)110(, and who is involved in it. )37(and, of course,\321who is \322we\323?)]tj 1.8 -1.3 td -0.013 tc 0.001 tw [(but most important to this question is the act of discussing it. the solu)1(-)]tj -1.8 -1.3 td 0.009 tc 0.116 tw (tions do )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 114.353 494.671 tm 0 0 0 1 k 0.008 tc (not)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 131.6868 494.671 tm 0 0 0 1 k 0.008 tc 0.116 tw [(lie necessarily in formulating agr)17(eements, but in the dia-)]tj -5.86868 -1.3 td 0.011 tc 0.114 tw [(logues, discourses, and understandings developed along the way)112(. )37(an)]tj t* -0.009 tc -0.003 tw [(agr)17(eement will best be the starting point, or a catalyst to a further r)16(ound of)]tj t* 0 tc -0.012 tw [(discourses. it is not an absolute or final r)18(esult, only a statement at the end)]tj t* 0.002 tc 0.123 tw [(of a stage of a perpetual pr)17(ocess of discourse. \322can we?\323 )20(y)91(es. )37(ar)18(e the)]tj t* 0 tc 0 tw (principles final? no, and they shouldn\325t try to be. )tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 154.5249 395.0709 tm 0 0 0 1 k [(a)-232(perspective from dave denning, )]tj -2.38257 -1.3 td (formerly with the b.c. ministry of education)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 358.2709 tm 0 0 0 1 k (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 102.4311 358.2709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.51651 0 td (i)tj 0.60351 0 td 0 tc 0.017 tw (spoke also with dave denning, one of the central players in the)tj -4.06313 -1.3 td 0.074 tw [(development of b.c. envir)18(onmental education policy in the early 1990s.)]tj t* 0.002 tc 0.123 tw (dave explained that one of the central fr)tj 18.7011 0 td (ustrations in his work for the)tj -18.7011 -1.3 td 0 tc -0.011 tw (ministry of education was that several of the boar)tj 21.98035 0 td (ds he had to work with)tj -21.98035 -1.30001 td -0.022 tc 0.009 tw [(didn\325t r)18(ecognize envir)18(onmental education as an existing form of educational)]tj 0 -1.3 td 0 tc 0.029 tw (praxis and knew very little about it \(telephone conversation, october 22,)tj t* 0.11 tw (1998\). they developed policy declarations that ignor)tj 23.83247 0 td (ed the history and)tj -23.83247 -1.3 td 0.098 tw [(gr)17(owth of envir)18(onmental education that had alr)17(eady taken place in the)]tj t* -0.013 tc 0 tw [(pr)17(ovince of british columbia. in the case of the round t)93(able committee on)]tj t* 0.009 tc 0.116 tw [(sustainable learning, dave expr)17(essed the concern that the committee)]tj t* -0.003 tc -0.01 tw [(didn\325t r)18(eflect specifically )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 183.0791 228.2709 tm 0 0 0 1 k -0.003 tc (anything)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 221.8823 228.2709 tm 0 0 0 1 k -0.003 tc -0.01 tw [(going on in envir)17(onmental education at)]tj -14.88823 -1.3 td -0.002 tc -0.011 tw (the time. ther)tj 6.12099 0 td -0.0018 tc (e)tj 0.71454 0 td -0.002 tc 0 tw (wer)tj 1.68506 0 td -0.0017 tc (e)tj 0.71462 0 td -0.002 tc -0.011 tw [(concerns, expr)18(essed thr)18(oughout envir)17(onmental edu-)]tj -9.23521 -1.3 td -0.003 tc -0.009 tw (cation communities, that the ideas collected thr)tj 20.60121 0 td (ough widespr)tj 6.10569 0 td (ead commu)tj 5.16041 0 td 0 tc (-)tj -31.86731 -1.30001 td -0.014 tc 0.001 tw [(nity consultations wer)18(e not r)17(eceiving adequate consideration. dave shar)18(ed)]tj 0 -1.3 td 0 tc 0.079 tw [(these concerns. )37(as one example, he pointed out that the envir)18(onmental)]tj t* -0.002 tc -0.011 tw (educators pr)tj 5.65891 0 td [(ovincial specialist )37(association \(the british columbia t)93(eacher)]tj -5.65891 -1.3 td -0.007 tc -0.006 tw (federation\325s pr)tj 6.5883 0.00001 td [(ovincial specialist association on envir)19(onmental education\))]tj -6.5883 -1.30001 td -0.002 tc -0.01 tw [(p)1(r)18(oduced a lar)19(ge number of very helpful position papers on envir)17(onmen-)]tj 0 -1.3 td -0.018 tc 0.005 tw (tal education for the committee, but consideration of them was not r)tj 28.88531 0.00001 td 0 tw (eflected)tj -28.8853 -1.3 td 0 tc -0.012 tw [(in the committee\325s deliberations and r)18(eport. the r)18(esult? real consultation)]tj t* 0.003 tc 0.122 tw (with envir)tj 4.72822 0.00001 td (onmental educators and teachers was not achieved, and the)tj -4.7282 -1.3 td 0.002 tc 0.123 tw [(document that was pr)18(oduced was not ef)18(fective because it didn\325t mesh)]tj t* 0 tc 0 tw [(with envir)17(onmental education as practised.)]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 /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(issues of inc)20(lusion in de)14(veloping en)40(vir)20(onmental education p)39(olic)10(y)-5761(97)]tj et q endstream endobj 19 0 obj << /length 5320 >> 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 55 585.6709 tm 0 0 0 1 k 0.002 tw [(finally)110(, dave pointed out that one of the other major str)8(uctural pr)17(ob-)]tj -1.8 -1.30001 td -0.005 tc -0.008 tw [(lems in envir)18(onmental education policy generation during the early 1990s)]tj 0 -1.3 td -0.019 tc 0.007 tw [(was that ther)17(e was no one in the b.c. ministry of education whose mandate)]tj 0 -1.30001 td 0 tc 0.027 tw [(was specifically for envir)18(onmental education. he was often sent to work)]tj t* 0.068 tw [(with various committees as a ministry of education r)19(epr)17(esentative very)]tj 0 -1.3 td -0.019 tc 0.006 tw [(inter)17(ested in envir)18(onmental education, but he lacked an of)18(ficial mandate for)]tj t* 0 tc 0.022 tw [(envir)18(onmental education, and this limited what he could do. \(again, the)]tj t* 0.003 tc 0.122 tw [(importance of r)18(ecognizing envir)17(onmental education within our hierar-)]tj t* 0 tc 0.036 tw [(chies, as steve pointed out.\) ther)18(e has only ever been one person whose)]tj t* -0.01 tw [(mandate was specifically for envir)18(onmental education in b.c., and that is)]tj t* 0.007 tw [(rick kool, who worked then as envir)18(onmental education coor)18(dinator for)]tj t* -0.02 tc 0.008 tw [(the ministry of the envir)18(onment, lands and parks. dave concluded our dis)1(-)]tj t* -0.011 tc -0.002 tw (cussion by noting rick\325s brilliance in making a lot of things happen during)tj t* -0.002 tc -0.011 tw (this period, but unfortunately)tj 12.95847 0 td -0.0016 tc (,)tj 0.48578 0 td -0.002 tc (the position rick held has been terminated)tj -13.44425 -1.3 td -0.007 tc -0.005 tw [(by the ministry of the envir)17(onment, and he has been r)18(e-assigned to anoth-)]tj t* -0.008 tc -0.004 tw [(er ar)18(ea. this was a big step backwar)17(ds for envir)18(onmental education. ther)18(e)]tj t* 0 tc 0.012 tw [(is now no one of)18(ficially assigned r)18(esponsibility for coor)18(dinating envir)17(on-)]tj t* 0 tw (mental education in b.c.)tj 1.8 -1.3 td -0.025 tc 0.012 tw (dave denning left the b.c. ministry of education in 1994. his comments)tj -1.8 -1.3 td -0.003 tc -0.01 tw [(on the r)18(ecent history of envir)17(onmental education policy generation r)18(eflect)]tj t* 0 tc 0.042 tw (the importance of ensuring that practising envir)tj 21.4088 0 td (onmental educators and)tj -21.4088 -1.3 td -0.014 tc 0.001 tw [(teachers ar)18(e genuinely and substantially involved in policy generation, and)]tj t* 0.012 tc 0.113 tw [(that policy documents connect with curr)18(ent envir)17(onmental education)]tj t* -0.009 tc -0.004 tw [(praxis. v)55(iewpoints fr)17(om other people who have worked on envir)18(onmental)]tj t* -0.015 tc 0.003 tw [(education policy development\321in b.c. and elsewher)18(e\321would be valuable)]tj -0.0228 tc (to)' 1.06389 0 td -0.023 tc 0.01 tw [(have. w)92(e r)17(egr)18(et that we could not engage in full-scale r)17(esear)18(ch to do inter-)]tj -1.06389 -1.3 td 0 tc -0.009 tw (views with a wide and diverse sample of the people who have taken part)tj t* -0.017 tc 0.005 tw (in the particular policy development pr)tj 16.75611 0 td (ojects described in this essay)tj 12.00976 0 td -0.0172 tc (,)tj 0.47014 0 td -0.017 tc (but we)tj -29.23601 -1.30001 td 0 tc -0.012 tw [(hope that this essay can help serve as a catalyst towar)18(d those further con-)]tj 0 -1.3 td 0 tw (versations.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 44.9836 174.0709 tm 0 0 0 1 k (conclusion: from b.c. experiences to the un agenda 21 challenge)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 150.271 tm 0 0 0 1 k 0.004 tc (pamela)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 66.6495 150.271 tm 0 0 0 1 k 0.0035 tc (:)tj 0.6284 0 td 0.004 tc 0.121 tw (on the basis of r)tj 7.74872 0.00001 td 0.003 tc [(ecent experiences of envir)18(onmental education)]tj -11.34207 -1.30001 td 0 tc 0.053 tw [(policy generation in b.c., we have ar)18(gued that the question of who par)-1(-)]tj 0 -1.3 td 0.03 tw (ticipates\321and how much power they each have\321is key to the question,)tj ' et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 41.989 111.2709 tm 0 0 0 1 k -0.001 tc -0.011 tw (should we try)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 100.6533 111.2709 tm 0 0 0 1 k -0.001 tc -0.011 tw [(to come to agr)18(eement on some national principles for envi-)]tj -6.3653 -1.3 td 0 tc (r)tj 0.3772 0 td 0.125 tw (onmental education?\323 these issues of inclusion ar)tj 22.79898 0.00001 td 0.0001 tc (e)tj 0.85393 0 td 0 tc (key as well to the)tj -24.0301 -1.3 td 0.003 tc 0.122 tw (question, \322)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 86.6303 85.2709 tm 0 0 0 1 k 0.003 tc 0.122 tw [(can we agr)17(e)1(e)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 146.8685 85.2709 tm 0 0 0 1 k 0.003 tc 0.122 tw [(on some national principles for envir)18(onmental)]tj -10.9869 -1.3 td -0.009 tc -0.003 tw [(education?\323 . . . for obvious r)18(easons. )38(agr)17(eement ar)18(ound any table depends)]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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (98)tj 21.16281 0.00001 td 0 tc (p)tj 0.6372 0.00001 td (amela cour)tj 5.4646 0.00001 td [(tena)20(y-hall &)-278(ste)14(ve lott)]tj et q endstream endobj 20 0 obj << /length 4887 >> 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 0.003 tc 0.122 tw (upon who comes to the table, and how much power each person has.)tj 0 -1.30001 td -0.018 tc 0.006 tw [(these issues ar)18(e thus cr)8(ucial to the question of how canada should r)18(espond)]tj 0 -1.3 td 0.005 tc 0.139 tw [(t)-15(o)-410(the commitments it took on in signing )37(agenda 21 \(united nations)]tj 0 -1.30001 td -0.01 tc 0.12 tw [(confer)18(ence on envir)18(onment and development, 1992\). some backgr)18(ound)]tj t* -0.015 tc 0 tw (first. )tj 1.8 -1.3 td -0.013 tc [(as )37(ann jarnet of envir)18(onment canada has explained, )37(agenda 21 is the)]tj -1.8 -1.3 td 0.003 tc 0.122 tw [(international agr)17(eement to which canada was a signatory nation after)]tj t* -0.016 tc 0.003 tw [(the un 1992 confer)18(ence on the envir)17(onment and development. the united)]tj t* -0.015 tc 0.002 tw (nations subsequently set up a commission on sustainable development to)tj t* 0 tc 0.124 tw [(monitor how countries wer)18(e r)17(esponding to the commitments they had)]tj t* 0.06 tw [(made. that commission asked unesco to serve as \322t)94(ask manager\323 to)]tj t* 0.025 tw [(help develop the additional \322str)8(uctur)17(e\323 needed for countries to meet the)]tj t* -0.009 tc -0.004 tw [(commitments r)18(elated to envir)18(onmental education \(which occur in chapter)]tj t* 0 tc 0 tw (36 and elsewher)tj 7.13623 0 td -0.0001 tc (e)tj 0.72873 0 td 0 tc [(in the other 39 chapters of )36(agenda 21\).)]tj -6.06496 -1.3 td 0.02 tc 0.113 tw [(in 1996, unesco agr)18(eed to lead in the cr)18(eation of international)]tj -1.8 -1.3 td 0 tc 0.017 tw [(alliances for envir)18(onmental education or \324education for sustainability)111(.\323 it)]tj t* -0.002 tc -0.01 tw [(also asked nations to pr)18(omote networks on education and training partic-)]tj t* -0.024 tc 0.011 tw [(ularly at the grass-r)17(oots level, and to develop their own national action plans)]tj t* -0.013 tc 0 tw (for \322education for sustainable development\323 (jarnet, 1998, p. 213). pointing)tj t* 0.02 tc 0.156 tw [(out that in canada, education is a pr)18(ovincial af)18(fair)73(, )37(ann asks, \322les)]tj t* -0.021 tc 0 tw (pr)tj 0.93751 0 td -0.02 tc 0.008 tw (ovinces et les autr)tj 7.5239 0 td (es intervenants seraitent-ils disposes a r)tj 16.68839 0 td [(ediger leurs pr)18(o-)]tj -25.1498 -1.30001 td 0 tc 0.005 tw [(pr)17(es plans d\325action et a accepter qu\325ils soient integr)18(es a un cadr)18(e national)]tj 0 -1.3 td 0.02 tc 0.172 tw [(dont on conviendrait a l\325avance?\323 \(roughly translated, \322w)92(ould the)]tj t* 0 tc 0.119 tw [(pr)17(ovinces and other intervenors be agr)18(eeable to drawing up their own)]tj t* -0.008 tc -0.005 tw [(action plans and accept their integration into a national framework agr)17(eed)]tj t* 0 tc 0 tw (upon in advance?\323\) )tj 1.8 -1.3 td 0.022 tw (reflecting on the course of envir)tj 14.38373 0 td (onmental education policy develop)tj 15.68351 0 td (-)tj -31.86724 -1.3 td -0.017 tc 0.004 tw (ment in b.c., i must admit, my first r)tj 15.63432 0 td (eaction is: \322her)tj 6.56369 0 td -0.0166 tc (e)tj 0.69983 0 td -0.017 tc (we go again!\323 but my)tj -22.89784 -1.30001 td -0.006 tc -0.007 tw [(consider)18(ed view on the matter is much mor)19(e positive. international agr)17(ee-)]tj 0 -1.3 td -0.024 tc 0.012 tw [(ments on envir)18(onmental education ar)18(e important for r)18(easons r)18(elated to those)]tj t* 0.003 tc 0.122 tw (which steve pointed out in connection with national agr)tj 25.94566 0 td (eements: they)tj -25.94566 -1.3 td 0.001 tc 0.124 tw [(symbolize the importance of envir)18(onmental education, they spur com-)]tj t* 0 tc 0.09 tw [(munication about it, and they pr)17(ess those who lag behind to take envi-)]tj t* 0.005 tc 0.12 tw [(r)18(onmental education mor)19(e seriously)110(. this is particularly important for)]tj t* -0.016 tc 0.003 tw [(any countries wher)18(e r)17(ecognition and communication about human impacts)]tj t* 0 tc 0 tw [(on the earth needs impr)18(ovement (which i suspect is most). )]tj 1.8 -1.3 td -0.012 tw [(the \322her)18(e we go again!\323 flavour is also str)18(ongly pr)17(esent in the termi)-1(-)]tj -1.8 -1.3 td 0.1 tw (nology of \322educating for sustainability\323 and \322educating for sustainable)tj t* -0.014 tc 0.001 tw (development\323 which appear in the agr)tj 16.59711 0.00001 td (eement. recognizing potential pr)tj 14.19915 0.00001 td 0 tw (ob-)tj -30.7963 -1.3 td -0.003 tc -0.01 tw [(lems, )37(ann asks, \322ar)18(e these terms blueprints for a particular type of action)]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 /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(issues of inc)20(lusion in de)14(veloping en)40(vir)20(onmental education p)39(olic)10(y)-5761(99)]tj et q endstream endobj 21 0 obj << /length 5157 >> 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 -0.017 tc 0.004 tw (which may actually constrain our possibilities?\323 (jarnet, 1998, p. 214). i sus-)tj 0 -1.30001 td 0.008 tc 0.116 tw [(pect that most envir)18(onmental educators have pr)18(oblems with the term)]tj 0 -1.3 td 0.016 tc 0.109 tw (\322education for sustainable development\323 \(see for example, orr 1992;)tj 0 -1.30001 td -0.019 tc 0.007 tw [(jickling 1992\). if this is tr)7(ue, and if we ar)18(e to avoid pr)18(oblems of misinformed)]tj t* 0 tc 0.03 tw (policy generation of the sort that dave and steve described in the devel-)tj 0 -1.3 td 0.084 tw [(opment of b.c. envir)18(onmental education policy)111(, then canada\325s national)]tj t* 0.02 tc 0.122 tw [(framework will need to r)18(eflect this dispute with )36(agenda 21 or with)]tj t* -0.023 tc 0.01 tw [(unesco formulations, pr)18(eferably in ways that illuminate the pr)17(oblems and)]tj t* 0 tc 0 tw [(pr)17(opose better conceptualizations. )]tj 1.8 -1.3 td -0.019 tc 0.006 tw [(what we might need to do first, then, taking wing on )36(ann\325s r)18(ecognition)]tj -1.8 -1.3 td 0 tc 0.02 tw [(of the importance of consulting with envir)18(onmental educators \(\322l\325un des)]tj t* -0.014 tc 0.001 tw [(principaux gr)17(oupes d\325intervenants que l\325on doit consulter au cours des dis)2(-)]tj t* -0.003 tc -0.01 tw [(cussions sur le chapitr)18(e 36\323\) is to develop a systematic survey \(qualitative)]tj t* -0.019 tc 0.006 tw (and quantitative\) of envir)tj 10.83305 0 td [(onmental educators acr)18(oss canada, explaining the)]tj -10.83305 -1.3 td -0.005 tc -0.008 tw (formulations of chapter 36 and pursuant unesco elaborations, and ask-)tj t* -0.023 tc 0.011 tw (ing their views. one of the key steps in such a study is, of course, identifying)tj t* 0 tc 0.021 tw [(who is to count as an envir)18(onmental educator\321in ways cognizant of the)]tj t* -0.017 tc 0.004 tw [(pr)17(oblems of mar)18(g)1(i)-1(nali)1(z)-1(atio)1(n tha)-1(t )1(h)-1(ave li)1(mited pr)17(evious discussions. but we)]tj t* 0 tc 0.041 tw [(will need also to r)18(ecognize that decisions about the pr)17(oper aims of envi)1(-)]tj t* 0.042 tw [(r)18(onmental education in canada ar)18(e not decisions to be made entir)18(ely by)]tj t* -0.014 tc 0.002 tw (practitioners alone\321they concern (or should concern) all canadians. so we)tj -0.0056 tc (will)' 1.92215 0 td -0.006 tc -0.007 tw [(need to r)18(eflect on how to help this dialogue expand\321in ways that ar)17(e)]tj -1.92215 -1.3 td 0 tc 0 tw [(pr)17(oductive, inclusive, informed, and sustainable.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 273.6709 tm 0 0 0 1 k -0.01 tc (steve)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 58.1531 273.6709 tm 0 0 0 1 k -0.0104 tc (:)tj 0.47693 0 td -0.01 tc -0.002 tw [(fr)17(om my perspective, as someone who works daily with kids, teach)1(-)]tj -2.59224 -1.3 td -0.008 tc -0.005 tw [(ers, school administrators, academics, bur)19(eaucrats, corporations, non-gov-)]tj t* 0.005 tc 0.12 tw (ernment or)tj 5.07011 0 td (ganizations, and the public at lar)tj 15.22997 0 td (ge, everyone counts as an)tj -20.30008 -1.3 td -0.013 tc 0 tw (envir)tj 2.22745 0 td 0.001 tw (onmental educator)tj 8.04365 0 td -0.0133 tc (.)tj 0.4741 0 td -0.013 tc 0 tw (envir)tj 2.35977 0 td 0.001 tw (onmental education, after all, isn\325t just about)tj -13.10497 -1.30001 td -0.024 tc 0.011 tw [(what we think or say about the envir)17(onment, but mor)17(e importantly how our)]tj 0 -1.3 td -0.003 tc -0.01 tw [(actions and standar)18(ds of living impact on earth\325s ecology)112(. schools, in par-)]tj t* 0.004 tc 0 tw (ticular)tj 2.80614 0 td 0.0043 tc (,)tj 0.62918 0 td 0.004 tc 0.121 tw (need to go beyond focusing primarily on the human cognitive)tj -3.43532 -1.3 td -0.008 tc -0.004 tw [(and af)18(fective domains, to appr)18(eciating how the institutionalization of edu)-1(-)]tj t* 0 tc 0 tw (cation impacts on the physical and ecological domains of this planet. )tj 1.8 -1.3 td 0.007 tc 0.118 tw [(our society today is caught up in a r)17(elentless tr)18(eadmill educating)]tj -1.8 -1.3 td 0.012 tc 0.113 tw [(people to consume mor)18(e than they need, or maybe even r)17(eally want.)]tj t* 0.007 tc 0.118 tw [(advertising has become such a pervasive part of our cultur)18(e, that we)]tj t* -0.003 tc -0.009 tw (don\325t see it as the sinister purveyor of the most anti-ecological myths ever)tj t* 0 tc 0 tw (cr)tj 0.8208 0 td 0.064 tw [(eated\321that our desir)18(es need be bounded only by the limits of human)]tj -0.8208 -1.3 td 0.032 tw (imagination! by isolating 世界æ¯2022赛程表淘汰赛 fr)tj 16.20999 0.00001 td (om dir)tj 2.98975 0.00001 td (ect experiences in the natural)tj -19.1997 -1.3 td 0.001 tw [(world, our education system shar)19(es in p)-1(erpetuating these myths of limit-)]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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (100)tj 21.16281 0.00001 td 0 tc (p)tj 0.6372 0.00001 td (amela cour)tj 5.4646 0.00001 td [(tena)20(y-hall &)-278(ste)14(ve lott)]tj et q endstream endobj 22 0 obj << /length 4766 >> 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 -0.006 tc -0.007 tw [(less pr)18(ogr)17(ess and gr)18(owth. then, we further claim that new)92(, as yet unhear)17(d)]tj 0 -1.30001 td -0.018 tc 0.006 tw [(of, technologies will eventually \322teach\323 the land to pr)17(oduce and absorb infi-)]tj 0 -1.3 td 0 tc 0.11 tw [(nitely mor)18(e than it is pr)17(esently capable of sustaining. sur)17(ely these per-)]tj 0 -1.30001 td 0.059 tw [(spectives of \322envir)18(onmental education\323 ar)18(e no less significant, although)]tj t* 0.008 tc 0.117 tw [(mor)18(e ecologically suspect, than acting to pr)17(eserve healthy for)18(ests and)]tj 0 -1.3 td 0 tc 0.02 tw [(str)18(eams. it\325s the old pr)18(oblem of conflicting cultural paradigms, and i just)]tj t* 0.013 tw [(don\325t see our educational institutions as major movers in addr)19(essing this)]tj t* 0 tw [(issue openly)111(. )]tj 1.8 -1.3 td 0.021 tw (the act of not only envisioning, but implementing a set of principles)tj -1.8 -1.3 td -0.006 tc -0.007 tw [(that would stand to benefit the nation in ways \322envir)17(onmental educators\323)]tj t* -0.022 tc 0.009 tw [(might intend, raises a specter of inevitable contr)18(oversy)111(. t)92(o move beyond this)]tj t* 0 tc 0.006 tw [(will r)18(equir)17(e pr)17(oducing educational principles that, in themselves, seek to)]tj t* 0.05 tw [(r)18(eflect ecological connections and patterns\321the valuing of diversity)111(, the)]tj (r)' 0.37695 0 td 0.004 tw [(ecognition of all parts, the acceptance of tension and flux in pr)18(ocesses of)]tj -0.37695 -1.3 td 0.002 tc 0.123 tw [(change, and so on. for the ecology of the land, the land ethic as )37(aldo)]tj t* 0 tc 0.007 tw (leopold called it, to ever become imbued in the collective consciousness,)tj t* -0.021 tc 0.008 tw [(the collective actions, and for our purposes her)19(e, the educational institutions)]tj t* 0.02 tc 0.105 tw [(of our cultur)18(e, will sur)18(ely r)17(equir)17(e the evolution of a new ecology of)]tj t* 0 tc 0.024 tw [(learning. this would include a new perspective of the r)18(ole of participant)]tj t* 0.044 tw (learners. let\325s face it, everyone\325s a learner when it comes to moments of)tj t* 0 tw (social change.)tj 1.8 -1.3 td -0.001 tc -0.012 tw [(but to get ther)17(e, in fact just get our educational institutions started on)]tj -1.8 -1.3 td -0.016 tc 0.003 tw [(the long r)17(oad to diminishing the most blatantly unsustainable values of our)]tj t* -0.012 tc -0.001 tw [(cultur)17(e, will take a much louder wake-up call than we have hitherto hear)18(d.)]tj t* -0.001 tc -0.011 tw [(and that, i believe, is wher)18(e we as envir)18(onmental \322teachers\323 and \322educa-)]tj t* 0 tc 0.112 tw [(tors\323 in the contemporary sense of these terms, need to be much mor)18(e)]tj t* 0 tw (involved. )tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 220.6735 213.0709 tm 0 0 0 1 k (notes)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 193.2709 tm 0 0 0 1 k -0.0232 tc (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 77.2857 189.2709 tm 0 0 0 1 k -0.023 tc 0.011 tw [(thus the common fr)8(ustration among teachers envinced by this r)18(emark:)-227(\322as)]tj -0.42857 -1.3 td 0 tc 0.001 tw [(classr)18(oom teachers, we often feel that theory is formulated b y those who)]tj -0.0215 tc (ar)' 0.83452 0 td -0.0214 tc (e)tj 0.69486 0 td -0.021 tc 0.009 tw [(well-r)18(ested and is implemented by those who ar)18(e not. this tends to make)]tj -1.52938 -1.3 td (us a cynical lot; as we heave new curriculums out of our mailboxes, we joke,)tj t* 0 tc -0.006 tw [(\322have it r)17(e)1(ad and in place by monday!\323)-1( t)91(wila konynenbelt, as quoted in)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 124.2709 tm 0 0 0 1 k -0.006 tc -0.006 tw (fored bc\325)tj 4.18751 0.00001 td -0.0064 tc (s)tj 0.61994 0 td -0.006 tc 0 tw (landscapes,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 170.9932 124.2709 tm 0 0 0 1 k (v)tj 0.6048 0.00001 td -0.006 tc -0.006 tw [(ol. iv (fall, 1998). this criticism may not be entir)18(e-)]tj -10.4041 -1.3 td 0.012 tc 0.113 tw [(ly tr)7(ue \(i know very few curriculum developers who would describe)]tj t* 0 tc 0.037 tw (themselves as well-r)tj 9.03153 0.00001 td (ested\), but it communicates a per)tj 14.79271 0.00001 td (ception of distance)tj -23.8242 -1.3 td 0.076 tw [(between curriculum developers and teachers that is widespr)18(ead among)]tj t* 0 tw [(teachers and important to addr)18(ess.)]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 /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(issues of inc)20(lusion in de)14(veloping en)40(vir)20(onmental education p)39(olic)10(y)-5205(101)]tj et q endstream endobj 23 0 obj << /length 4325 >> 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 6 0 0 6 37 589.671 tm 0 0 0 1 k 0.02 tc (2)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 42.666 585.6709 tm 0 0 0 1 k 0.02 tc 0.154 tw [(quotations fr)17(om kool )1(a)-1(nd mr)1(a)-1(zek, 1997 and fr)19(om the 1997 north)]tj -0.5666 -1.30001 td 0 tc 0.079 tw [(american )37(association for envir)19(onmental education )-250(confer)18(ence )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 327.9416 572.6709 tm 0 0 0 1 k 0.079 tw (call for)tj -29.09416 -1.3 td 0 tw [(pr)18(esentations)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 91.8047 559.671 tm 0 0 0 1 k (.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 37 550.671 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 43.3597 546.6709 tm 0 0 0 1 k 0.086 tw (for disdcussion of the general concerns involved in privileged people)tj -0.63597 -1.30001 td 0.018 tc 0.107 tw [(speaking for mar)18(ginalized people, see )36(alcof)18(f, 1991, hooks, 1990, and)]tj 0 -1.3 td 0 tc 0 tw (scheman, 1993.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 152.4604 486.0709 tm 0 0 0 1 k (acknowledgements)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 462.2709 tm 0 0 0 1 k 0.027 tw [(thanks to dave denning for his comments on the r)18(ecent history of envi-)]tj 0 -1.3 td -0.006 tc -0.007 tw [(r)18(onmental education policy generation in b.c., and thanks to bob jickling,)]tj t* -0.013 tc 0.001 tw [(murray elliott, and anonymous cjee r)18(eviewers for substantial suggestions)]tj t* 0 tc 0 tw [(for impr)18(oving this paper)73(.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 146.9087 388.6709 tm 0 0 0 1 k (notes on contributors)tj -10.99087 -2.38 td -0.002 tc -0.01 tw (pamela courtenay hall)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 144.7837 364.8709 tm 0 0 0 1 k -0.002 tc -0.01 tw (teaches philosophy)tj 8.34026 0 td -0.0024 tc (,)tj 0.48499 0 td -0.002 tc [(feminist theory and envir)18(on-)]tj -19.60362 -1.3 td 0.02 tc 0.222 tw (mental education in the department of educational studies at the)tj t* -0.007 tc -0.005 tw [(university of british columbia. she is curr)18(ently finishing of)17(f)1( )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 300.2787 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0.01 tw (steve lott)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 83.0814 219.7488 tm 0 0 0 1 k -0.022 tc 0.01 tw (teaches a multicultural grade 7 class for the first four days of each)tj -4.60814 -1.3 td -0.01 tc -0.002 tw [(week in v)91(ancouver)74(, b.c. on the fifth day)111(, steve is writing a compr)17(ehensive)]tj t* -0.019 tc 0.006 tw [(booklet of schoolyar)18(d activities for the ever)18(gr)17(een foundation. the sixth day)]tj t* 0.004 tc 0.121 tw (steve dedicates to pr)tj 9.58838 0 td (omoting envir)tj 6.44848 0 td (onmental education as pr)tj 11.6847 0 td (esident of)tj -27.72156 -1.30001 td -0.005 tc -0.008 tw (the envir)tj 4.01148 0 td [(onmental educators pr)18(ovincial specialist )37(association. day seven)]tj -4.01148 -1.3 td 0 tc 0 tw [(is for gar)18(dens and gr)18(owth.)]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 /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (102)tj 21.16281 0.00001 td 0 tc (p)tj 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