ABSTRACT
Environmental and ecological educators go by many names, and some educators committed to teaching about, in, and for the environment prefer not to be labeled at all. Part of the reason for this diverse positioning is that environmental education is inherently interdisciplinary and inherently political. Indeed, as David Orr suggested in his seminal book, Ecological Literacy (1992), “all education is environmental education” (p. 90). Th at is, all of what is taught and learned (or not taught and learned), as well as the pedagogies employed (or not employed), has an impact on the way people relate to their total environments-their selves, other humans, and other-than-humans.
