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responses to the gap "whilst few would doubt the urgency Under modernist understandings of identity and the world, Palmer's (1998) statement suggests an obvious contradiction. Perhaps it is caused by a simple lack of will, or, as Plumwood describes it, an instance of hearing the iceberg warning, but instead of slowing down, deciding to "double the engine speed to Full Speed Ahead and go below to get a good night's rest" (see Plumwood, 2002, p. 1). Other responses include the claim that schooling structures are antithetical to environmental education, and thus make it difficult to engage in experiential, interdisciplinary learning (Stevenson, 1987; Stirling, 2007; Thompson, 2004, and many others). The inherently political nature of some approaches to environmental education in the face of the depoliticizing moves in schools (Lousley, 1999) also make it difficult (see Robottom, 2005; Stevenson, 1987; Weston, 1996). Further suggestions come from eco-psychologists who suggest we have undergone a sort of "psychic dislocation" (Glendinning, 1995) or as Louv (2005) describes it, we are experiencing a nature deficit disorder. A poststructuralist, who suggests that identities (or subjectivities) are multiple, shifting, and produced through discourses By engaging a notion of the subject as constituted through discourses |
and importance of learning to live in sustainable ways, environmental education holds nowhere 
(Weedon, 2004), might claim that there is no paradox at all; the apparent contradiction is simply an instance of multiple and contradictory subjectivities working against one another with the ability to act being determined by the discourse