Abstract
In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of two case studies of Ontario ESPs that analyze the impact of ESP participation on students' attitudes to, and relationships with, the environment and the extent to which program participation informs domestic pro-environmental behaviors and/or emancipatory social and environmental actions are presented. The results from the focus group sessions indicate that students believe that they can effect environmental change but that they struggle with ways to meaningfully enact that change in light of 'real world' constraints.