What are the consequences of a marginalized stance on ecological literacy?

- Students learn about ecological principles through special programs. During the programs, the coordinators focus on all of the aspects of ecoliteracy at once in an effort to ensure students' exposure/opportunity to encounter and make connections to ideas.

- Too much focus on human-created “problems” rather than on creative, generative, or solution-based work.

- Divisiveness/competition: the science or values camps

Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.