Conservation education dialogue and its consequences for a changing sector

This article explores dialogical criticism as an apparatus in the construction, development and calibration of conservation education. It examines both implicit and explicit critical conservation education discourse and how this dialogue is manifested, activated and purposed. The specifics of critical discourse around conservation education are then examined in relation to the professional, political and economic exigencies that frame such responses to conservation education (specifically) and tertiary education (more broadly). Finally, the resolution of critical dialogue and its role in strengthening or diminishing the reputation of conservation education programmes is analysed. The article concludes that critical conservation discourse is most beneficial when conducted with clear objectives, including how best to support the development of reflective professional conservators who can develop appropriate skills for a vibrant and changing sector.