Negotiating the constraints of schools: environmental education practices within a school district

Abstract

The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n = 58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities.

Keywords:

• environmental education
• schools
• teachers
• mixed methods
• school district
• school reform

Notes

1. The sample of teachers was smaller than the sample of schools because not all EE representatives were currently practicing teachers (e.g. school principal).

2. All students in grades 3, 6, 9, and 10 are required to undertake numeracy and literacy testing. These results are used to evaluate individual student progress and school effectiveness by the school district and Ministry of Education. Results for schools are made public.

3. EcoSchools is a voluntary EE certification program for schools, grades K-12, established in 2002. It is organized by a non-for-profit organization that has a mission to help students in schools develop ecological literacy and environmental practices to become environmentally responsible and reduce the ecological footprint of schools. Its focus is on supporting teachers and administrators in whole-school EE approaches with students and curriculum integration in classroom, aligned with the mandated subject curriculum documents (e.g. science and social studies).

4. In Ontario, the government undertook to examine EE in schools through the Ministry of Education’s Curriculum Council in 2007. A panel made of public and educational experts was given the mandate to analyse needs and research successful approaches to teaching and learning about the environment in elementary and secondary schools. The panel’s report, forwarded recommendations which included creating a new Ministry of Education EE policy, Acting Today, Shaping Tomorrow (2009) for the province.