ABSTRACT
This chapter brings an international perspective to the theme of the book, dealing as it does with the role of English and related arts-based secondary school subject areas in responding to and shaping identities relating to environment and place in New Zealand. Matthewman in this chapter draws upon her pedagogical experiences in both New Zealand and the UK, and specifically on her research and writing concerning ecocritical approaches to school curricula and practice. In so doing, she pays particular regard to the social and historical contexts of such exploration, and the distinct particularities of the New Zealand educational experience.
