Preface

The reflection invites readers to probe how the key challenges identified in those studies might inform and rework the activity of three spheres of action that have variously established, developed or evaluated curriculum in environmental education, be that in the past through to concerns. The introductions are also largely written for those who might regard themselves more as outsiders than insiders to the field of environmental education, if not somewhere in between or relative newcomers to the scene. In common, they sketch various aspects of the background to studies from the Journal as a platform for advancing critical understandings of curriculum and environmental education.