ABSTRACT
This chapter covers the decade of the 2000s, which perhaps saw the most significant changes to educational frames and responses to environmental issues. It consolidated and mainstreamed many of the more emergent approaches and marginal narratives that were brewing over the previous 20 years. Ecofeminism and decolonial pedagogies continued to question hegemonic social assumptions and triggered much debate about power relationships that underpin the way people engage with the environment and each other through education. More integrative, relational, and emancipatory approaches were visible, as were faith-based organisations that brought a focus to ethics and values education to environmental learning. Also influential was the UN Decade in Education for Sustainable Development (DESD) that catalysed the development of national strategies and coordinating bodies in support of this area of learning. At the end of the 2000s, at the halfway mark of the DESD, it is noted that there was a need for increased monitoring and evaluation to learn from these experiences and to capture lessons learnt.
