This series wrestles with the tensions situated between environmental and science
education and addresses the scholarly efforts to bring confluence to these two
projects with the help of ecojustice philosophy. As ecojustice is one of the fastest
emerging trends for evaluating science education policy, the topics addressed in this
series can help guide pedagogical trends such as critical media literacy, citizen
science, and activism. The series emphasizes ideological analysis, curriculum
studies and research in science educational policy, where there is a need for
recognizing the tensions between cultural and natural systems, the way language is
endorsed within communities and associated influence, and morals and ethics
embedded in school science. Conversations and new perspectives on residual issues
within science education are likely to be addressed in nuanced ways when
considering the significance of ecojustice, defensible environmentalism, freechoice. Book proposals for this series may be submitted to the Publishing Editor:
Claudia Acuna E-mail: Claudia.Acuna@springer.com
EDITORIAL BOARD
Caren Cooper, North Carolina State University, USA
Mariona Espinet, University of Barcelona, Spain
David Greenwood, Lakehead University, Canada
Elizabeth McKinley, University of Melbourne, Australia
Clayton Todd Pierce, Western Washington University, USA
Maria Rivera Maulucci, Barnard College, USA
Giuliano Reis, University of Ottawa, Canada
Arthur Stewart, Oak Ridge Associated Universities, USA
More information about this series at http://www.springer.com/series/11800
education and addresses the scholarly efforts to bring confluence to these two
projects with the help of ecojustice philosophy. As ecojustice is one of the fastest
emerging trends for evaluating science education policy, the topics addressed in this
series can help guide pedagogical trends such as critical media literacy, citizen
science, and activism. The series emphasizes ideological analysis, curriculum
studies and research in science educational policy, where there is a need for
recognizing the tensions between cultural and natural systems, the way language is
endorsed within communities and associated influence, and morals and ethics
embedded in school science. Conversations and new perspectives on residual issues
within science education are likely to be addressed in nuanced ways when
considering the significance of ecojustice, defensible environmentalism, freechoice. Book proposals for this series may be submitted to the Publishing Editor:
Claudia Acuna E-mail: Claudia.Acuna@springer.com
EDITORIAL BOARD
Caren Cooper, North Carolina State University, USA
Mariona Espinet, University of Barcelona, Spain
David Greenwood, Lakehead University, Canada
Elizabeth McKinley, University of Melbourne, Australia
Clayton Todd Pierce, Western Washington University, USA
Maria Rivera Maulucci, Barnard College, USA
Giuliano Reis, University of Ottawa, Canada
Arthur Stewart, Oak Ridge Associated Universities, USA
More information about this series at http://www.springer.com/series/11800