ABSTRACT Although environmental and eco-centric efforts have been made in education, the sphere of influence and cogency of these efforts is limited by their anthropocentric framing of the environment. In order to subvert anthropocentric ideals, it is necessary to reposition humans in relation to other living and non-living forms. This study examines the anthropocentric tendencies perpetuated in environmental education efforts. The impetus of this work is to locate specific moments wherein human dominion is invoked within educational efforts that purportedly champion environmentalism. I analyze the nature-based learning movement in particular, and illuminate these anthropocentric tendencies using critical discourse analysis. I take up variations of thematic, structural, and semiotic analyses in order to reveal how the environment is framed within a nature-based learning professional development webinar . This research poses implications for environmental educators broadly, nature-based learning instructors specifically, and researchers of posthumanist education as well.

中文翻译：

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环境教育中的人类中心主义倾向：基于自然的学习的批判性话语分析

摘要尽管在教育方面已经做出了以环境和生态为中心的努力，但是这些努力的影响力和合作性受到了以人为中心的环境框架的限制。为了颠覆以人类为中心的理想，有必要相对于其他有生命和无生命的形式重新定位人类。这项研究考察了环境教育工作中以人为本的倾向。这项工作的推动力是找到特定的时刻，在这些时刻中，人们称赞自己在倡导环保主义的教育努力中被唤起了统治。我特别分析了基于自然的学习运动，并使用批判性话语分析阐明了这些以人为本的倾向。我负责各种主题，结构，和符号学分析，以揭示在基于自然的学习型专业发展网络研讨会中如何构建环境。这项研究对环境教育者，特别是基于自然的学习指导者以及后人本主义教育的研究者都具有意义。