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Heterodox environments: pre-undergraduate ESS experiences beyond the AP ®

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  • Jonathan Lepofsky

Abstract

This essay adds to the call to maintain diversity within environmental sciences and studies (ESS) curricula. Using two different examples of how ESS curricula get designed for high school students, this essay points to the diverse learning environments out of which college students emerge in the USA as well as the need to maintain epistemological diversity in ESS in the secondary school level. The essay reviews the AP ® Environmental Science curricula as a proxy for how many high school students experience ESS and contrasts this example with a 9th-grade-level curriculum from an independent school to show an alternate way to maintain epistemological diversity with curriculum design and implementation. In drawing attention to the heterodox environments in which ESS curricula can and does live, this essay stresses the role of epistemological diversity in ESS towards the pedagogical and civic goals of ESS itself. Copyright AESS 2015

Suggested Citation

  • Jonathan Lepofsky, 2015. "Heterodox environments: pre-undergraduate ESS experiences beyond the AP ®," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 207-212, June.
    • Handle: RePEc:spr:jenvss:v:5:y:2015:i:2:p:207-212
    DOI: 10.1007/s13412-015-0244-x
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    References listed on IDEAS

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    1. Michael Maniates & Thomas Princen, 2015. "Fifteen claims: social change and power in environmental studies," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 213-217, June.
    2. Paul Robbins & Sarah Moore, 2015. "Teaching through objects: grounding environmental studies in things," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 231-236, June.
    3. Eric Kennedy & Jacqueline Ho, 2015. "Discursive diversity in introductory environmental studies," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 200-206, June.
    4. Nancy Rich, 2012. "Introduction: why link Indigenous ways of knowing with the teaching of environmental studies and sciences?," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 2(4), pages 308-316, November.
    5. James Proctor, 2015. "Theory in, theory out: NCSE and the ESS curriculum," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 218-223, June.
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