Sustaining environmental pedagogy in times of educational conservatism: a case study of integrated curriculum programs

Although the global call for environmental education is persistent, on a local or regional level, this call can be confronted by educational policies that drive environmental education out of the curriculum. This paper reports on a qualitative case study of the factors contributing to the sustainability of three teacher‐driven integrated curriculum programs (ICPs). Four key factors were identified: financial self‐sufficiency and physical isolation (program separation); and visibility of teachers in the school and support from a broad network of allies (political connection). This paper suggests that ICPs can be further supported by fostering pedagogical kinships and expanding counter‐praxis discourse. The paper also highlights the importance of ‘ground‐up’ programs in sustaining environmental education in periods of educational conservatism.