| This study explores the current state of environmental education in British Columbia. Gathering and examining data through a survey of 85 practicing educators and a focus group of 12 survey participants, this study analyses the bridges and barriers to creating and sustaining our capacity to nurture ecological literacy and enable ecoaction across educational contexts. Using a grounded theory methodology, educator participants provided their insights and perspectives substantiating bridges and barriers across personal, curricular, programmatic, institutional, community, and policy system levels. From the data emerged a concentric, nested model of bridges and barriers and a substantive theory of environmental education in BC presented as a metaphorical river. Action strategies are recommended to enhance and expand our educational practices around ecoliteracy and ecoaction in BC's learning communities. |
