1a. What kinds of environmental education already operate in this place? (formal and informal--though that may not be the right distinction... institutionalized and...?)
1b. For whom are such opportunities designed?
1c. For whom are such opportunities accessible/inaccessible?
2a. How is environmental education explicitly (and implicitly) defined in these settings? (Or maybe "discursively defined?")
2b. What kinds of environmental ideas/issues/challenges are taught? To what desired ends/for what purpose?
2c. What is the epistemological framework of the curricula? (E.g. Western scientific method, traditional ecological knowledge, spiritual/moral development) (curricula may be too strongly flagging formal Ed?)
2d. What pedagogical tools and strategies are used in these settings?
3a. What kinds of education (and for whom) are needed to address challenges of quotidian anthropocenes?
3b. What kinds of capacities do educators need to have/develop to provide this education?
3c. What kinds of capacities are desired for learners to develop? What capacities are needed to address environmental/community challenges? (I feel like there should be a way to flag the importance of understanding these "needs" from place members' own perspective while also recognizing that us as instructors and researchers may also identify potentially productive capacities.)
3d. What kinds of resources are needed to implement and sustain this education?
3e. What kinds of barriers (e.g. institutional, geographic, etc.) may limit this education? Which of these can be alleviated?
This artifact is a set of analytic questions for querying environmental education in the anthropocene to provide comparative depth across study locations.