Democratic approaches to environmental education: dream or possibility?

Research indicates that few teachers are currently using a democratic approach toteaching in environmental education even though much of the environmental educationliterature supports and encourages such an approach. Various explanations are offered forthis situation although all agree that the principles, goals and processes of democratic pedagogy are often antithetical to the processes of contemporary schooling. Based on acase study of an attempt at democratic pedagogy in an Australian primary school, this paper explores some of the factors that may influence, assist or constrain teachers in theirefforts to implement democratic approaches and strategies in the teaching ofenvironmental education.