ABSTRACT
This chapter focuses on ecological democracy and citizenship in the context of globalisation and the need for a global democracy. After reminding readers of the evidence that we are not living sustainably, it proceeds to examine how dialectical materialism, regulation theory and critical theory can help us to understand our current predicament and recast school geography in a more relevant and enabling form. These related ideas help to move geography towards a reappraisal of the relations between society and nature, and to move society towards new forms of global governance that incorporate a strong commitment to sustainability. A school geography that incorporates appropriate critical theory and pedagogy can do much to develop ecological and global citizenship and the chapter concludes by considering the opportunities available to teachers who wish to promote the kind of outcomes encouraged by new curriculum guidance.
