Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-28T04:09:29.215Z Has data issue: false hasContentIssue false
  • English
  • Français

Collectively engaging with theory in environmental education research

Published online by Cambridge University Press:  18 February 2020

Yoshifumi Nakagawa ,
Blanche Verlie  and
Misol Kim
Yoshifumi Nakagawa*
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Blanche Verlie
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Misol Kim
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In this article, we collectively explore the significance of engaging with theory in environmental education research. Inspired by Jackson and Mazzei’s (2011) postqualitative research methodology, each researcher provides a short sample of engaging with his/her chosen theoretical concept for one shared data source. Through our three individual theoretical engagements with a short video, we collectively demonstrate that the data may be enacted in different ways, based on the theoretical concept that is engaged. This may potentially actualise multiple different and partial realities of the researched, and by decentring the researcher, this can also rework humanist epistemologies. We suggest that non-researcher-centred and/or non-anthropocentric actualising may contribute to more sustainable relationships in environmental education and its research, not only between the researcher and the researched, but also among the researchers.

Keywords

Postqualitative researchcollective research methodologysustainable research relationshipsenvironmental activism
Type
Article
Information
Australian Journal of Environmental Education , Volume 36 , Issue 1 , March 2020 , pp. 1 - 19
Copyright
© The Author(s) 2020. Published by Cambridge University Press

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

Alvesson, M., & Sandberg, J. (2014). Problematization meets mystery creation: Generating new ideas and findings through assumption challenging research. In Jeanes, E. & Huzzard, T. (Eds.), Critical management research: Reflections from the field (pp. 23–41). London, UK: Sage.CrossRefGoogle Scholar
Arakelian, M. (1980). An assessment and nursing application of the concept of locus of control. Advances in Nursing Science, 3, 25–42.CrossRefGoogle ScholarPubMed
Ballantyne, R., Connell, S., & Fien, J. (1998). Students as catalysts of environmental change: A framework for researching intergenerational influence through environmental education. Environmental Education Research, 4, 285–298.CrossRefGoogle Scholar
Baudrillard, J. (1993). Symbolic exchange and death. Translated by Hamilton Grant, I.. London: Sage.Google Scholar
Baudrillard, J. (2007). Forget Foucault. (Dufresne, N., Trans.) Los Angeles, CA: Semiotext(e).Google Scholar
Braidotti, R. (2013) The posthuman. Cambridge, UK: Polity.Google Scholar
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.Google Scholar
Butler, R. (1999). Jean Baudrillard: The defense of the real. London, UK: Sage.Google Scholar
Chubb, N.H., & Fertman, C.I. (1997). Adolescent self-esteem and locus of control: A longitudinal study of gender and age differences. Adolescence, 32, 113–129.Google ScholarPubMed
Colebrook, C. (2002). Understanding Deleuze. Sydney, Australia: Allen & Unwin.Google Scholar
Davies, B. (2013). A feminist poststructural approach to environmental education research. In Stevenson, R.B., Brody, M., Dillon, J. & Wals, A.E.J. (Eds.), International handbook of research on environmental education (pp. 480–486). New York, NY: Routledge.Google Scholar
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. (Massumi, B., Trans.). Minneapolis, MN: University of Minnesota Press.Google Scholar
Ernst, J., Blood, N., & Beery, T. (2017). Environmental action and student environmental leaders: Exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility. Environmental Education Research, 23, 149–175.CrossRefGoogle Scholar
Foucault, M. (1990). The history of sexuality volume 1: An introduction. (Hurley, R., Trans.). New York, NY: Vintage Books.Google Scholar
Foucault, M. (1994). The order of things: An archaeology of the human sciences. New York, NY: Vintage Books.Google Scholar
Gane, M. (1991). Baudrillard: Critical and fatal theory. London, UK: Routledge.Google Scholar
Gane, M. (2010). Symbolic exchange. In Smith, R.G. (Ed.), The Baudrillard dictionary (pp. 210–213). Edinburgh, UK: Edinburgh University Press.Google Scholar
Galvin, B.M., Randel, A.E., Collins, B.J., & Johnson, R.E. (2018). Changing the focus of locus (of control): A targeted review of the locus of control literature and agenda for future research. Journal of Organizational Behavior, 39, 820–833.CrossRefGoogle Scholar
Hart, P. (2005). Transitions in thought and practice: Links, divergences and contradictions in post-critical inquiry. Environmental Education Research, 11, 391–400.CrossRefGoogle Scholar
Hart, P. (2013). Preconceptions and positionings: Can we see ourselves within our own terrain? In Stevenson, R.B., Brody, M., Dillon, J. & Wals, A.E.J. (Eds.), International handbook of research on environmental education (pp. 507–510). New York, NY: Routledge.Google Scholar
Heimlich, J.E., & Ardoin, N.M. (2008). Understanding behavior to understand behavior change: A literature review. Environmental Education Research, 14, 215–237.CrossRefGoogle Scholar
Hoffman, J.A., & Teyber, E.C. (1979). Some relationships between sibling age spacing and personality. Merrill-Palmer Quarterly of Behavior and Development, 25, 77–80.Google Scholar
Hungerford, H.R., & Volk, T.L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21, 8–21.CrossRefGoogle Scholar
Imamura, H. (1992). Outro [Bunkoban kaisetsu]. (Imamura, H. & Tsukahara, F., Trans.). In Baudrillard, J. (Ed.), Symbolic exchange and death [Shocho koukan to shi]. Tokyo, Japan: Chikuma Shobo.Google Scholar
Jackson, A.Y., & Mazzei, L.A. (2011). Thinking with theory in qualitative research: Viewing data across multiple perspectives. Oxon, UK: Routledge.CrossRefGoogle Scholar
Kaplan, C. (1996). Question of travel: Postmodern discourses of displacement. Durham, NC: Duke University Press.CrossRefGoogle Scholar
Kellner, D. (1989). Jean Baudrillard: From Marxism to postmodernism and beyond. Stanford, CA: Stanford University Press.Google Scholar
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8, 239–260.CrossRefGoogle Scholar
Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing (2nd ed.). Los Angeles, CA: Sage Publications.Google Scholar
King, A. (1998). Baudrillard’s nihilism and the end of theory. Telos, 112, 89–106.Google Scholar
Lather, P., & St. Pierre, E.A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26, 629–633.CrossRefGoogle Scholar
Levin, C. (1996). Jean Baudrillard: A study in cultural metaphysics. London, UK: Prentice Hall.Google Scholar
Lotz-Sisitka, H. (2004). Environmental education research and social change: Southern African perspectives. Environmental Education Research, 10, 291–295.CrossRefGoogle Scholar
McClun, L.A., & Merrell, K.W. (1998). Relationship of perceived parenting styles, locus of control orientation, and self-concept among junior high age students. Psychology in the Schools, 35, 381–390.3.0.CO;2-S>CrossRefGoogle Scholar
McKenzie, M. (2005). The ‘post-post period’ and environmental education research. Environmental Education Research, 11, 401–412.CrossRefGoogle Scholar
Morton, T. (2013). Hyperobjects: Philosophy and ecology after the end of the world. Minneapolis, MN: University of Minnesota Press.Google Scholar
Moyers & Company. (2014). Climate change: The next generation [Video file]. Retrieved from https://www.youtube.com/watch?v=O0i5OkjxjKQGoogle Scholar
Nakagawa, Y. (2017). WWOOFing nature: A post-critical ethnographic study (Unpublished doctoral thesis). Monash University, Melbourne, Australia. https://doi.org/10.4225/03/58a385fdf1e7f.CrossRefGoogle Scholar
Nakagawa, Y. (2018). EscapeScape: Simulating ecopedagogy for the tourist. The Journal of Environmental Education, 49, 164–176.CrossRefGoogle Scholar
Nakagawa, Y., & Payne, P.G. (2015). Critical place as a fluid margin in post-critical environmental education. Environmental Education Research, 21, 149–172.CrossRefGoogle Scholar
Nakagawa, Y., & Payne, P.G. (2017). Educational experiences of post-critical non-place. International Journal of Qualitative Studies in Education, 30, 147–160.CrossRefGoogle Scholar
Nakagawa, Y., & Payne, P.G. (2019). Postcritical knowledge ecology in the Anthropocene. Educational Philosophy and Theory, 51, 559–571.CrossRefGoogle Scholar
Newton, T. (2007). Nature and sociology. New York, NY: Routledge.CrossRefGoogle Scholar
Noys, B. (2014). Malign velocities: Accelerationism and capitalism. Hants, UK: Zero Books.Google Scholar
Payne, P. (2005). ‘Ways of doing,’ learning, teaching, and researching. Canadian Journal of Environmental Education, 10, 108–124.Google Scholar
Payne, P.G. (2014). Vagabonding slowly: Ecopedagogy, metaphors, figurations, and nomadic ethics. Canadian Journal of Environmental Education, 19, 47–69.Google Scholar
Payne, P.G. (2016). What next? Post-critical materialisms in environmental education. The Journal of Environmental Education, 47, 169–178.CrossRefGoogle Scholar
Pedersen, H., & Pini, B. (2017). Educational epistemologies and methods in a more-than-human world. Educational Philosophy and Theory, 49, 1051–1054.CrossRefGoogle Scholar
Perry, J.C., Liu, X., & Griffin, G.C. (2011). The career locus of control scale for adolescents: Further evidence of validity in the United States. Journal of Career Development, 38, 167–185.CrossRefGoogle Scholar
Philippopoulos-Mihalopoulos, A. (2015). Epistemologies of doubt. In Grear, A. & Kotzé, L.J. (Eds.), Research handbook on human rights and the environment (pp. 28–45). Cheltenham, UK: Edward Elgar Publishing.CrossRefGoogle Scholar
Plumwood, V. (1993). Feminism and the mastery of nature. London, UK: Routledge.Google Scholar
Putrawan, M.I. (2015). Measuring new environmental paradigm based on students’ knowledge about ecosystem and locus of control. EURASIA Journal of Mathematics, Science & Technology Education, 11, 325–333.CrossRefGoogle Scholar
Rennie, S. (2008). Toward a 21st-century understanding of humans’ relation to nature: Two hats? The Journal of Environmental Education, 40, 55–61.CrossRefGoogle Scholar
Rotter, J.B. (1954). General principles for a social learning framework of personality study. Englewood Cliffs, NJ: Prentice-Hall.CrossRefGoogle Scholar
Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80, 1–28.CrossRefGoogle Scholar
Rotter, J.B. (1975). Some problems and misconceptions related to the construct of internal versus external control of reinforcement. Journal of Consulting and Clinical Psychology, 43, 55–66.CrossRefGoogle Scholar
Rotter, J.B. (1990). Internal versus external control of reinforcement: A case history of a variable. American Psychologist, 45, 489–493.CrossRefGoogle Scholar
Russell, C.L. (2005). ‘Whoever does not write is written’: The role of ‘nature’ in post-post approaches to environmental education research. Environmental Education Research, 11, 433–443.CrossRefGoogle Scholar
St. Pierre, E.A. (2013a). The appearance of data. Cultural Studies ↔ Critical Methodologies, 13, 223–227.CrossRefGoogle Scholar
St. Pierre, E.A. (2013b). The posts continue: Becoming. International Journal of Qualitative Studies in Education, 26, 646–657.CrossRefGoogle Scholar
St. Pierre, E.A., Jackson, A.Y., & Mazzei, L.A. (2016). New empiricisms and new materialisms: Conditions for new inquiry. Cultural Studies ↔ Critical Methodologies, 16, 99–110.CrossRefGoogle Scholar
Taylor, C.A. (2013). Objects, bodies and space: Gender and embodied practices of mattering in the classroom. Gender and Education, 25, 688–703.CrossRefGoogle Scholar
Verlie, B. (2017). Rethinking climate education: Climate as entanglement. Educational Studies, 53, 560–572.CrossRefGoogle Scholar
Verlie, B., & CCR15. (2018). From action to intra-action? Agency, identity and ‘goals’ in a relational approach to climate change education. Environmental Education Research. doi:10.1080/13504622.2018.1497147.CrossRefGoogle Scholar
Weaver, J.A., & Snaza, N. (2017). Against methodocentrism in educational research. Educational Philosophy and Theory, 49, 1055–1065.CrossRefGoogle Scholar
Wood, M.C. (2013). Nature’s trust: Environmental law for a new ecological age. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Zimmerman, B., & Schunk, D. (2006). Competence and control beliefs: Distinguishing the means and ends. In Berliner, D.C. & Calfee, R.C. (Eds.), Handbook of educational psychology (2nd ed., pp. 349–367). New York, NY: Routledge.Google Scholar