Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-13T07:35:43.732Z Has data issue: false hasContentIssue false
  • English
  • Français

Perspectives From Emerging Researchers: What Next in EE/SE Research?

Published online by Cambridge University Press:  17 March 2016

Claudio Aguayo ,
Blanche Higgins ,
Ellen Field ,
Jennifer Nicholls ,
Susan Pudin ,
Sangion Appiee Tiu ,
Maia Osborn ,
Farshad Hashemzadeh ,
Kevin Kezabu Lubuulwa  and
Mark Boulet
...Show all authors
Claudio Aguayo*
Affiliation:
Centre for Learning and Teaching, Auckland University of Technology, New Zealand
Blanche Higgins
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Ellen Field
Affiliation:
James Cook University, Cairns, Queensland, Australia
Jennifer Nicholls
Affiliation:
James Cook University, Cairns, Queensland, Australia
Susan Pudin
Affiliation:
Studies and Information Management Division, Environment Protection Department, Sabah, Malaysia
Sangion Appiee Tiu
Affiliation:
University of Waikato, Hamilton, New Zealand
Maia Osborn
Affiliation:
Southern Cross University, Gold Coast, Queensland, Australia
Farshad Hashemzadeh
Affiliation:
University of Waikato, Hamilton, New Zealand
Kevin Kezabu Lubuulwa
Affiliation:
Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia
Mark Boulet
Affiliation:
Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia BehaviourWorks Australia, Monash Sustainability Institute, Melbourne, Victoria, Australia
Belinda A. Christie
Affiliation:
School of Arts, Social Sciences and Humanities, Swinburne Institute for Social Research, Swinburne University of Technology, Melbourne, Victoria, Australia
Jeremy Mah
Affiliation:
Centre for Sustainability Leadership, Sydney, New South Wales, Australia
*
Address for correspondence: Claudio Aguayo, Centre for Learning and Teaching, Auckland University of Technology, 56 Wellesley Street East, Auckland Central, New Zealand. Email: caguayo@aut.ac.nz
Get access Rights & Permissions [Opens in a new window]

Abstract

Following the inaugural Australian Association for Environmental Education (AAEE) research symposium in November 2014, we — a group of emerging researchers in Environmental Education/Sustainability Education (EE/SE) — commenced an online collaboration to identify and articulate our responses to the main themes of the symposium. Identifying as #aaeeer, our discussions coalesced into four main areas that we felt captured not only some of our current research interests, but also ‘under-explored’ areas that need further attention and that also held the potential for meaningful and ‘dangerous’ contributions to EE/SE research and practice. These themes were: (1) uncertain futures, (2) traditional knowledges for the future, (3) community EE/SE, and (4) the rise of the digital, explorations of which we present in this article. By no means intended to capture all that is worth researching in this field, these themes, and this article, are deliberately presented by #aaeeer to spark discussions, as well as showcase an example of online collaboration between researchers in a number of countries.

Keywords

#aaeeersocial mediacollaborativeuncertain futuresmulticulturalcommunity education
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. 17 - 29
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aguayo, C. (2014). The use of education for sustainability websites for community education in Chile. Doctor of Philosophy (PhD) Thesis. University of Waikato, Hamilton, New Zealand.Google Scholar
Aguayo, C. (2016). Activity theory and community education for sustainability: When systems meet reality. In Gedera, D. & Williams, J. (Eds.), Activity theory in education: Research and practice (pp. 139–151). Rotterdam: Sense Publishers.Google Scholar
Aguayo, C., & Eames, C. (2015). A systems thinking approach for the use of ICT tools for community education. Manuscript submitted for publication.Google Scholar
Ardoin, N., Clark, C., & Kelsey, E. (2013). An exploration of future trends in environmental education research. Environmental Education Research, 19, 499–520.Google Scholar
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.CrossRefGoogle Scholar
Baskin, J. (2015). Paradigm dressed as epoch: The ideology of the Anthropocene. Environmental Values, 24, 9–29.CrossRefGoogle Scholar
Biermann, S. (2008). Indigenous pedagogies and environmental education: Starting a conversation. International Journal of Pedagogies and Learning, 4, 27–38.Google Scholar
boyd, d. (2008). Taken out of context (Doctoral dissertation). University of California, Berkeley, CA.Google Scholar
Brown, T., Jeanes, R., & Cutter-Mackenzie, A. (2014). Social ecology as education. In Wattchow, B., Jeanes, R., Alfrey, L., Brown, T., Cutter-Mackenzie, A., & O'Connor, J. (Eds.), The socioecological educator: A 21st century renewal of physical, health, environment and outdoor education (pp. 23–45). Sydney, Australia: Springer.Google Scholar
Cajete, G. (1994). Look to the mountains: An Ecology of Indigenous Education. Colorado: Kivaki Press.Google Scholar
Castells, M. (2009). The rise of the network society: The information age: Economy, society, and culture (2nd ed.). Oxford, England: Wiley Blackwell.Google Scholar
Christie, B.A., & Miller, K.K. (2015). ‘Crikey! Education for sustainability?’ A qualitative exploration of academics’ understanding and practice of sustainability and critical thinking. Manuscript submitted for publication.Google Scholar
Christie, B.A., Miller, K.K., Cooke, R., & White, J.G. (2013). Environmental sustainability in higher education: How do academics teach? Environmental Education Research, 19, 385–414.CrossRefGoogle Scholar
Christie, B.A., Miller, K.K., Cooke, R., & White, J.G. (2015). Environmental sustainability in higher education: What do academics think? Environmental Education Research, 21, 655–686.Google Scholar
Cochrane, T.D. (2014). Critical success factors for transforming pedagogy with mobile Web 2.0. British Journal of Educational Technology, 45, 65–82.Google Scholar
Department of Education Employment and Workplace Relations. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Retrieved November 13, 2014, from https://education.gov.au/early-years-learning-frameworkGoogle Scholar
Eilam, E., & Trop, T. (2013). Evaluating school-community participation in developing a local sustainability agenda. International Journal of Environmental & Science Education, 8, 359–380.Google Scholar
Facer, K. (2011). Learning futures: Education, technology & social change. New York, NY: RoutledgeGoogle Scholar
Freeman, M.M.R. (1992). The nature and utility of traditional ecological knowledge. Canadian Arctic Resources Committee, 20, 9–12. Retrieved December 2, 2015, from http://www.carc.org/pubs/v20no1/utility.htmGoogle Scholar
Gough, A., & Gough, N. (2003). Decolonising Environmental Education Research: Stories of queer(y)ing and destabilising. Draft paper presented at the University of Bath, 6 August 2003. Retrieved December 4, 2015, from www.bath.ac.uk/cree/resources/goughs.docGoogle Scholar
Hacking, E.B., Scott, W., & Barratt, R. (2007). Children's research into their local environment: Stevenson's gap, and possibilities for the curriculum. Environmental Education Research, 13, 225–244.Google Scholar
Jenkins, H., Clinton, K., Purushotma, R., Robision, A., & Weigel, M. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: MacArthur Foundation.Google Scholar
Lake, D. (2010). Sustainability as a core issue in diversity and critical thinking education. In Bartels, K.A. & Parker, K.A. (Eds.), Teaching sustainability/Teaching sustainably (pp. 31–40). Sterling, VA: Stylus Publishing.Google Scholar
Laszlo, E. (2001). Macroshift: Navigating the transformation to a sustainable world. San Francisco: Berrett-Koehler Publishers.Google Scholar
Lessig, L. (2004). Free culture. Creative Commons Licensing. Retrieved December 10, 2014, from www.free-culture.cc/freeculture.pdfGoogle Scholar
MacArthur Foundation. (2011). Exploring digital media & learning. Chicago, IL: MacArthur Foundation.Google Scholar
McCarter, J., & Gavin, M.C. (2011). Perceptions of the value of traditional ecological knowledge to formal school curricula: Opportunities and challenges from Malekula Island, Vanuatu. Journal of Ethnobiology and Ethnomedicine, 7, 38.Google Scholar
Malm, A., & Hornborg, A. (2014). The geology of mankind? A critique of the Anthropocene narrative. The Anthropocene Review, 1, 62–69.Google Scholar
Maloney, E. 2007. What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53, B26.Google Scholar
Manteaw, O. (2012). Education for sustainable development in Africa: The search for pedagogical logic. International Journal of Educational Development, 32, 376–383.CrossRefGoogle Scholar
Maurial, M. (1999). Indigenous knowledge and schooling: A continuum between conflict and dialogue. In Semali, L.M. & Kincheloe, J.L. (Eds.), What is Indigenous knowledge? New York: Falmer Press.Google Scholar
Meadows, D. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green.Google Scholar
Nordström, H.K. (2008). Environmental education and multicultural education too close to be separate? International Research in Geographical and Environmental Education, 17, 131–145.CrossRefGoogle Scholar
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: Structures, agency, practices. Boston, MA: Springer US.Google Scholar
Pacini-Ketchabaw, V., & Clark, V. (2014). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research. Advance online publication. doi:10.1177/1476718X14529281Google Scholar
Plumwood, V. (1993). Feminism and the mastery of nature. London: Routledge.Google Scholar
Polesel, J., Dulfer, N., & Turnbull, M. (2012). The experience of education: The impacts of high stakes testing on school students and their families (Literature review prepared for the Whitlam Institute, Melbourne Graduate School of Education, and the Foundation for Young Australians). Retrieved September 20, 2012 from http://www.whitlam.org/__data/assets/pdf_file/0008/276191/High_Stakes_Testing_Literature_Review.pdfGoogle Scholar
Polesel, J., Rice, S., & Dulfer, N. (2013). The impact of high stakes testing on curriculum and pedagogy: a teacher perspective from Australia. Journal of Education Policy, 29, 640–657.Google Scholar
Reid, A., & Scott, W. (2013). Identifying needs in environmental education research. In Stevenson, R.B., Brody, M., Dillon, J., & Wals, A.E.J. (Eds.), International handbook of research on environmental education. New York: Routledge.Google Scholar
Reid, A., Teamey, K., & Dillon, J. (2002). Traditional ecological knowledge for learning with sustainability in mind. Trumpeter, 18, 113–136.Google Scholar
Selby, D. (2008). The need for climate change in education. In Gray-Donald, J. & Selby, D. (Eds.), Green frontiers: Environmental educators dancing away from mechanism. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
Semali, L.M., & Kincheloe, J.L. (1999). What is Indigenous knowledge? New York: Falmer Press.Google Scholar
Smith, L.T. (1999). Decolonizing methodologies: Research and indigenous peoples. London andNew York: Zed Books.Google Scholar
Snaza, N. (2015). Toward a genealogy of educational humanism. In Snaza, N. & Weaver, J. (Eds.), Posthumanism and educational research (pp. 17–29). New York and Milton Park: Routledge.Google Scholar
Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Great Barrington, MA: The Orion Society.Google Scholar
Sterling, S. (2001). Sustainable education: Re-visioning learning and change. Dartington, UK: Green Books Ltd.Google Scholar
Stevenson, R.B., Dillon, J., Wals, A.E., & Brody, M. (2013). Tentative directions for environmental education research in uncertain times. In Stevenson, R.B., Brody, M., Dillon, J., & Wals, A.E.J. (Eds.), International handbook of research on environmental education. New York: Routledge.Google Scholar
Stewart, A. (2011). Becoming-speckled warbler: Re/creating Australian natural history pedagogy. Australian Journal of Environmental Education, 27, 68–80.Google Scholar
Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society, 23, 507–529.Google Scholar
Tilbury, D. (2011). Higher education for sustainability: A global overview of commitment and progress. Higher Education in the World, 1–21. Retrieved December 7, 2015, from http://insight.glos.ac.uk/siteinformation/Pages/search.aspx?k=Higher%20education%20for%20sustainability%3A%20a%20global%20overview%20of%20commitment%20and%20progressGoogle Scholar
Tilbury, D., & Henderson, K. (2003). Education for intercultural understanding in Australian schools: A review of its contribution to education for a sustainable future. Australian Journal of Environmental Education, 19, 81–95.CrossRefGoogle Scholar
UNESCO. (1997). Declaration of Thessaloniki. Retrieved September 17, 2014, from http://iau-hesd.net/sites/default/files/documents/thessaloniki.pdfGoogle Scholar
UNESCO. (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability. Paris: Author.Google Scholar
UNESCO. (2008). The Gothenburg Recommendations on Education for Sustainable Development. Retrieved November 10, 2014, from http://www.desd.org/Gothenburgl%20Recommendations.pdfGoogle Scholar
UNESCO. (2009). Bonn Declaration. Retrieved September 29, 2014, from http://www.esd-world-conference-2009.org/fileadmin/download/ESD2009_BonnDeclaration.pdfGoogle Scholar
UNESCO-UNEP. (1987). International Strategy for Action in the field of Environmental Education and Training for the 1990s. Retrieved October 15, 2014, from http://unesdoc.unesco.org/images/0008/000805/080583eo.pdfGoogle Scholar
Wals, A.E.J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development, 5, 177–186.Google Scholar
Wals, A.E.J., & Jickling, B. (2002). ‘Sustainability’ in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3, 221–232.Google Scholar
Wals, A., & Jickling, B. (2009). A framework for young people's participation in sustainability. In Osano, P.M. & Corcoran, P.B.. (Eds.). Young people, education, and sustainable development: Exploring principles, perspectives, and praxis (pp. 77–84): The Netherlands: Wageningen Academic Publishers.Google Scholar
Whatmore, S. (2002). Hybrid geographies: Natures, cultures, spaces. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar