Unsettling orthodoxies: education for the environment/for sustainability

In this paper I employ Foucault's notion of governmentality to reflect on a debate that occurred in the pages of this journal some 10 years ago. I argue that their exchanges indicate ways in which various positions are engaged in a struggle for dominance in this field, and how particular strategies are used to legitimate and maintain these positions. My purpose is not to propose a new orthodoxy - or even to critique those we have - but rather to raise questions about how the unquestioned 'that-which-is' of orthodoxies comes to be, and their effects. I also suggest that as environmental educators and researchers, we need to work harder to unsettle more often the taken-for-granted in environmental education so that we remain alert to our own easy acceptance of orthodoxies. Without this, we risk our exhortations to those we seek to educate - to think critically, to question assumptions, and so forth - becoming empty rhetoric if we are not practising these ourselves - examining our own, as well as others', assumptions and practices.