Environmental education in third world schools: Rhetoric or realism?

Summary

Approaches to teaching about environmental concerns that have been successful either in Western schools or in non-formal Third World projects are unlikely to be effectively implemented in Third World schools. The perceptions of schooling in the Third World, together with the economic, political and social context in which it is conducted, present constraints that are very different. Unless these constraints are recognized, attempted reforms by environmental educators will, at best, remain only at the rhetorical level and, at worst, prove counter-productive. The paper discusses three broad categories of constraint: arising from the socio-political context of schooling, the educational system itself, and issues concerning school-village transfer. The argument is illustrated by reference to research in developing countries on similar educational reforms, such as community schooling, and with examples from the author's research in Papua New Guinea. The paper concludes with some positive lessons for those wishing to see a concern for environmental issues pervade the curriculum of schools in the Third World. The danger of making such reforms over-ambitious is stressed. To be successful, such work must be given high status in the eyes of students and teachers and examination reforms should be introduced to reinforce this.