Environmental education, when pursued within the context of anthropocentric thinking, is seldom powerful enough to disrupt well-inscribed discourses of human dominance, particularly when Western languages make it difficult to speak of nature in other than binary terms (Cole, 2002; Whitehouse, 2000). In the context of academic writing and research, building on literatures and languages that are based in this dualism puts the dualism at high risk of being reinscribed (Abram, 1996).