Environmental Education in Guangzhou in the People's Republic of China: global theme, politically determined

This article is concerned with environmental education in southern China and with factors that have determined the nature of environmental curricula in secondary schools. Data are based on interviews with key players within the field of environmental education in the city of Guangzhou. Six interdependent themes became apparent in the primarily utilitarian conception of environmental education, namely, environmental education as (1) a response to environmental degradation and practical needs of society; (2) a knowledge-focused area of scientific learning in the national interest; (3) a field of study with Chinese characteristics; (4) a political tool and an element in national propaganda; (5) an administratively led and centrally controlled innovation; and (6) a field of study in conflict with mainstream education. These themes are conceptualised within a tripartite framework emphasising the political factor, the socio-economic factor and the environmental factor.postprin

Environmental Education in Singapore: A Curriculum for the Environment or in the National Interest?

Over the last decade, Singapore, in line with other countries in the region, has been attempting to develop a cross-curricular environmental education programme. This paper examines the context variables that have helped to shape the environmental curriculum in schools using evidence from interviews conducted with key players and teachers involved in the development. Despite a rhetoric couched in progressive terms focusing on 'awareness', 'attitudes', 'action', 'participation', 'experience' and 'life-long learning', the curriculum detail stresses information of a dominantly scientific nature reflecting a largely academic rationalist, rather than socially critical, approach. The interviews revealed three underlying themes that help to explain the sort of curriculum that is found: (1) a pragmatic utilitarian concern for the urban environment of Singapore; (2) a school and examination system that is still largely focused towards traditional disciplinary knowledge; and (3) the overriding influence of government and the balance that it prioritises between environment, economic development, social stability, nation building and external image.published_or_final_versio