ABSTRACT
In this chapter, I critically appraise attempts to think globally in environmental education and consider some implications of this critique for internationalizing curriculum inquiry. Despite its somewhat marginal status in the field of curriculum studies writ large, environmental education is a significant site for understanding curriculum internationally for at least two reasons. First, international organizations such as the United Nations (UN) and its agencies (e.g., UNESCO) have made substantial contributions to the development of environmental education during the past three decades. Second, many of the subject matters of environmental education are explicitly international and/or global in their scope.
