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This paper accommodates teachers with an interest in environmental education and links associated with Society and Environment, Science, and Technology and Enterprise learning areas. The role of globalisation and its impact upon environmental education reform are discussed. The Western Australian Curriculum Framework (Curriculum Council 1998) and the potential problems of metalanguage that a teacher faces when considering environmental reform are introduced. Several paradigms are introduced to underscore the complexity faced by initiating what I term ecopedagogy. Finally, four key principles that position a case for an ecopedagogy built upon a partnership ethic are offered. The principles are elaborated as: • Equity as a relationship between human and non-human communities. • Moral consideration for humans and diverse life forms. • Respect for cultural diversity and biodiversity. • Inclusivity of women and men, minorities, and diverse life forms all codified in an ethical framework accommodating accountability. I see these principles as being consistent with those found in the Curriculum Framework. GLOSSARY The following glossary may be useful for readers who may be interested in environmental education from a generalist teaching position. Socio-ecological Education. It is important to realise that ecology as a science only gained its current status during the 1930s. Since the 1970s, environmental education has developed into an interdisciplinary field. Globalisation. I suggest that globalisation has marginalised the democratic voice in countries like Australia. Transnational empires often with budgets greater than small nations have a capacity to radically influence money supply and the economic and social stability of major populations. Therefore most governments are extremely conscious of the power of global corporations, thus formulating policy that often accommodates the interests of transnationals rather than fully representing the specific life-world interests of local communities. The interconnections between global economic structures and government policy accommodate the devastation of biodiversity. Technocentrism. The term is founded on the assumption that all problems have a technical solution. Western capitalism invests in the process of converting finite natural structures into diverse technologies and systems to serve a small wealthy and high consuming sector of the Earth’s six billion human beings. Ecopedagogy. The prefix eco comes from the word ecology or Oekologie (attributed to Ernst Haeckel in 1869). Oekologie is derived from the Greek oikos that means household and also relates to the modern word economics. I use the word ecology in an extended sense that includes the scope of social ecology, spiritual ecology and other areas of ecological philosophy, thus reaching beyond the external environment into the human psyche. (This approach is central to most indigenous cultures.) The inclusion of the word pedagogy links themes of scholarship, child development, teaching methodology and epistemology. (I advocate a constructivist approach to teaching and learning.) Sustainability. This term positions the Earth as a macro-ecosystem or planetary ecosphere or biosphere (James Lovelock’s Gaia Hypothesis is built upon this principle). Life has been sustained on Earth for billions of years in what is termed a process of homeostasis (Walter Cannon). Biologists Maturana and Varela use the term autopoiesis (autos “self” and poiein “to produce”). Autopoiesis describes the phenomenon that sees communities of living entities continually seeking to develop and sustain a particular organisational arrangement and structure to maintain their existence (sustainability). Organisms such as humans are therefore engaged in a process renewing themselves under a wide variety of changing environmental conditions. If human activity exceeds the Earth’s capacity to self-produce then leading scientist suggest that in theory our planet could die. I suggest that we need to move towards an ecopedagogy in our schools so that we can support the ancient processes of the ecosphere. (Definitions cited in Lummis 2001)

Globalisation : Building a Partnership Ethic for a Ecopedagogy in Western Australia