Department of Interior agencies that manage federal lands (BLM, USFS, NPS) have educational programs for school students and visitors to public lands presenting relatively manicured histories of the places from both natural (biological, geological) and cultural history points of view. These forms of education do not necessarily encourage a reflective capacity for examining land use. In some instances, the multi-use aspect of these areas is treated as a taken-for-granted characteristic of the spaces while at other times multiple-use is somewhat obscured or omitted in favor of highlighting spaces as natural and carrying value in their own right as ecosystems/as places to visit specifically for the enjoyment of natural spaces.
In general there seems that the conflicts surrounding public lands themselves are rarely the focus or topic of educational programs. Furthermore, the historical and political conditions that contribute to such conflict or that create challenges for management, though recognized by some individuals within agencies, do not appear to be incorporated explicitly into educational programs.
Some questions that remain and require further ethnographic exploration are who else is educating people (education broadly conceived) about the areas that fall into the category of federal public lands? For instance, many local residents who are members of the LDS church hold negative attitudes toward the federal government but highly value these spaces and regularly camp, fish, hike, bike, and hunt on public lands. Who/what informs their knowledge and relation to these spaces? What education about these spaces and about the environment occurs through the LDS church?
