Mr. M. was a 77-year-old decisionally incapacitated long-term nursing home resident with chronic schizophrenia who was admitted to the hospital with a bacterial pneumonia. His past medical history was notable for deteriorating functional status over the past 2-3 years, urinary retention requiring chronic indwelling bladder catheterization, and two recent hospitalizations for urinary tract infections leading to sepsis. He developed respiratory failure soon after admission and was intubated and placed on mechanical ventilation. Follow-up studies suggested worsening pneumonia and acute respiratory distress (...) syndrome, as well as worsening kidney function. (shrink)

This article makes the case that place-based and environmental education theory and practice must be responsive to, while attempting to transform, the institutional dynamics of schooling. In the present climate of education in the USA two dynamics of schooling deserve particular attention with respect to the possibilities for place-based and environmental education: the discourse of accountability and the discourse of collaboration. Drawing especially on Foucault's analyses of disciplinary power and governmentality, I show how practices associated with accountability and collaboration limit (...) or preclude the deepening and spreading of place-based and environmental education. However, I also argue that even given the serious limitations imposed by current trends of collaboration and accountability, these trends offer place-based and environmental educators powerful entry points through which to initiate change within the formal school setting. The conclusion of the paper outlines three models of collaboration for place-conscious education through which accountability is redefined in the interest of places. (shrink)