ABSTRACT
This chapter examines the different ways of educational practice of progressive contextualisation contributed to the development of Center for Environmental Concerns Philippines (CEC-Phils) grassroots environmental education curriculum. Because of emphasis in encouraging the newly trained facilitators to adapt the workshop to the local context, CEC-Phils version of progressive contextualisation was primarily described as localisation. The chapter describes progressive contextualisation as localisation; this was the starting point of what we initially viewed to be curriculum development practice. It examines progressive contextualisation as an on-going and reciprocal process between curriculum development and the dynamic local and global contexts. The chapter focuses on progressive contextualisation as both an organisational and an educational process that develops a better understanding of the participants we work with, the contexts they live in and the appropriate actions to take within the broader framework of education leading to action and change.
