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Evolution or Revolution in EE/SE Research? A Collaborative Dialogue From First-Year PhD Students

Published online by Cambridge University Press:  29 January 2016

Kim Beasy ,
Leah Page ,
Sherridan Emery  and
Ian Ayre
Kim Beasy*
Affiliation:
Faculty of Education, University of Tasmania, Hobart, Tasmania, Australia
Leah Page
Affiliation:
Faculty of Education, University of Tasmania, Hobart, Tasmania, Australia
Sherridan Emery
Affiliation:
Faculty of Education, University of Tasmania, Hobart, Tasmania, Australia
Ian Ayre
Affiliation:
Faculty of Education, University of Tasmania, Hobart, Tasmania, Australia
*
Address for correspondence: Kim Beasy, PhD Candidate, Locked Bag 1365, Faculty of Education, University of Tasmania, Newnham, LauncestonTAS 7248, Australia. Email Kim.Beasy@utas.edu.au
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Abstract

The AAEE 2014 research symposium in Hobart provided a privileged space for researchers and practitioners within environmental education and sustainability education (EE/SE) to come together and create dialogues about education for sustainability research. This essay is a critical reflection from postgraduate researchers about the symposium and the EE/SE research landscape more broadly. The authors interrogate contemporary research frameworks and practices, and deliberate on how current perceptions enable and inhibit performance within EE/SE research. The authors ask provocative questions and encourage readers to imagine for themselves what a new research landscape, freed of calcified frameworks and entrenched systems, might look like. The essay then draws on an ecological systems perspective as a means of reimagining EE/SE research within a more emergent landscape that values inclusivity, democracy, collaborative inquiry and curiosity.

Keywords

discourseenvironmental educationknowledgesustainabilitysystemsecology
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 32 , Issue 1: 18th AAEE Biennial Conference - Sustainability, Smart Strategies for the 21st Century , March 2016 , pp. 11 - 16
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Copyright
Copyright © The Author(s) 2016 

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