ABSTRACT
There have been many recent developments at the levels of policy, practice and organisation that raise new issues for the field of environmental education — issues not countenanced to the same extent even ten years ago, and in the light of which we should regard past definitions as problematic. For example, recent international meetings have asserted a strong social change agenda for environmental education that challenges the adequacy of the field's historical disciplinary relationships. The approach in this essay will be to present a sample of contemporary international developments in policy and practice in environmental education and then to consider some of the larger-scale issues which shape and constrain the relationship between policy and practice in this field.
