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Environmental education in action: A discursive approach to curriculum design.

Why do the designers of environmental education do what they do? More importantly, how do they account for their design decisions (plans and actions)? Using the theoretical and methodological framework of discourse analysis, we analyze environmental education designers´┐Ż discourse in terms of the discursive resources´┐Żor interpretive repertoires- they use to make their position, to make their talk do work and tell a story about events, situations and what they are (identity). Drawing on observations and interviews from a larger program concerned with understanding environmentalism and environmental education, we identified five main repertoires: relevance, knowledge transferability and translatability, emotionality, expertise and empiricist. This approach provides us with a more refined characterization of the culture of environmental education curriculum design through ways designers in the field explain their doings, and has important implications for crosscutting curriculum design that arise.

Reis, G., & Roth, W.-M. (manuscript submitted for publication). Environmental education in action: A discursive approach to curriculum design.

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