ABSTRACT
Environmental education is political. In one sense, this is obvious. People disagree about environmental issues, and this spills over into how we conceptualize and contest such matters as the goals, methods, and curriculum of environmental education. A critical, timely and telling example, according to Stage et al. (2013), can be found in the United States: Some states are refusing to implement the Next Generation Science Standards (NGSS Lead States 2013) because the standards include the requirement to teach about climate change.
