Abstract Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.

中文翻译：

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评估英国的环境教育政策——内容、地点和原因

摘要 本文以英国为例，从政策的角度对中学环境教育进行回顾。通过利用史蒂文森的环境改善类型学和卢卡斯的环境教育分类，我们分析了国家政策文件、地方当局和多学院信托政策；和个别学校规划文件。我们的研究结果表明，在这些领域普遍缺乏环境教育政策，并且确定了一种以技术解决方案为框架的保守改革的修辞，其中学习是关于环境的，而不是为了环境。我们解释了（缺乏）环境教育言论如何是全球经济变化和国家紧缩政策的结果，并为政策制定者提供见解和路标。