ABSTRACT
Our purpose in writing this chapter is, first, to critique established ways of thinking about formal environmental education, and then to comment on what the priorities for environmental education programmes might now be. Our principal contention is that the influence of socially critical thinking over environmental education has led to its being theory-led and problematic for school practitioners. We argue that teachers, schools and communities need to contribute to theory themselves through their own collaborative practice, and to do this in a multiplicity of ways which are determined by their own contexts and needs.
