Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-28T19:51:46.941Z Has data issue: false hasContentIssue false
  • English
  • Français

Environmental and Sustainability Education Research, Past and Future: Three Perspectives From Late, Mid, and Early Career Researchers

Published online by Cambridge University Press:  29 January 2016

Robert (Bob) Stevenson ,
Jo-Anne Ferreira  and
Sherridan Emery
Robert (Bob) Stevenson
Affiliation:
Centre for Research & Innovation in Sustainability Education, The Cairns Institute, James Cook University, Cairns, Queensland, Australia
Jo-Anne Ferreira*
Affiliation:
School of Education, Southern Cross University, Bilinga, Queensland, Australia
Sherridan Emery
Affiliation:
Faculty of Education, University of Tasmania, Hobart, Tasmania, Australia
*
Address for correspondence: Assoc. Prof. Jo-Anne Ferreira, School of Education, Southern Cross University, Southern Cross Drive, Bilinga QLD 4225, Australia. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The first research symposium, organised in conjunction with the Australian Association for Environmental Education (AAEE) biennial conference, began with a dialogue between scholars at three different academic career stages. As we all entered the field at different periods in its development, the first part of our presentation and this article provide our perspectives on the context, approaches and issues that characterised the field at the time we became involved in environmental education (EE) and EE research. The second part of this article presents the lessons we have learnt from EE research, and where we see the field headed in the future.

Keywords

critical theoryliquid modernitycultural wellbeingenvironmental educationsustainability educationhistorytrends
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. 1 - 10
Check for updates
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

Bauman, Z. (2005). Education in liquid modernity. Review of Education, Pedagogy, and Cultural Studies, 27, 303–317.Google Scholar
Bell, B., Gaventa, J., & Peters, J. (1990). We make the road by walking: Conversations on education and social change, Myles Horton and Paulo Freire. Philadelphia, PA: Temple University Press.Google Scholar
Bencze, L., Sperling, E., & Carter, L. (2012). Students’ research-informed socioscientific activism: Re/Visions for a sustainable future. Research in Science Education, 42, 129–148.CrossRefGoogle Scholar
Connell, S. (1997). Empirical-analytical methodological research in environmental education: Response to a negative trend in methodological and ideological discussions. Environmental Education Research, 3, 117–132.CrossRefGoogle Scholar
Donnelly, K., & Wiltshire, K. (2014). Review of the Australian Curriculum — Final report. Canberra, Australia: Australian Government Department of Education.Google Scholar
Ferreira, J. (2009). Unsettling orthodoxies: Education for the environment/for sustainability. Environmental Education Research, 15, 607–620.Google Scholar
Field, E. (2015, January). A mixed-methods study exploring dynamics of youth-created environmental networks. Paper presented at Digital Humanities Community Workshop at James Cook University. Retrieved from http://flashstream1.jcu.edu.au/html/LRS-15-Ellen_Field_mixed_methods_study_of_Facebook_data.htmlGoogle Scholar
Fien, J. (1988). Education for the Australian environment. BASSP Bulletin, 6, 4–47.Google Scholar
Fien, J. (1991). Ideology, political education and teacher education: matching paradigms and models. Journal of Curriculum Studies, 23, 239–256.Google Scholar
Fien, J. (1993). Education for the Environment: Critical curriculum theorising and environmental education. Geelong: Deakin University.Google Scholar
Gough, N. (1984). Environment and ethics: and educational perspective. Australian Journal of Environmental Education, 1, 16–20.Google Scholar
Gough, N. (1987). Learning With Environments: Towards an ecological paradigm for education. In Robottom, I. (Ed.), Environmental education: Practice and possibility (pp. 49–67). Geelong, Australia: Deakin University Press.Google Scholar
Gough, N. (1990). Healing the earth within us: Environmental education as cultural criticism. Journal of Experiential Education, 13, 12–117.CrossRefGoogle Scholar
Gough, N. (1991). Narrative and nature: unsustainable fictions in environmental education. Australian Journal of Environmental Education, 7, 31–12.Google Scholar
Greenall, A. (1986). Ecological politics and education: National imperatives for environmental citizenship. Paper presented at the 16th Annual Conference of the South Pacific Association for Teacher Education, Fremantle, Australia.Google Scholar
Greenall, A. (1987). A political history of environmental education in Australia: Snakes and ladders. In Robottom, I. (Ed.), Environmental education: Practice and possibility (pp. 3–121). Geelong, Australia: Deakin University.Google Scholar
Greenall Gough, A. (1991). Greening the future for education: Changing curriculum content and school organisation. Journal of Curriculum Studies, 23, 559–571.CrossRefGoogle Scholar
Greenall Gough, A. (1993). Founders in environmental education. Geelong, Australia: Deakin University.Google Scholar
Hart, P. (2003). Teachers’ thinking in environmental education. New York: Peter Lang.Google Scholar
Hart, P. (2010). No longer a ‘little added frill’: The transformative potential of environmental education for educational change. Teacher Education Quarterly, 37, 155–1177.Google Scholar
Huckle, J. (1983). Environmental education. In Huckle, J. (Ed.), Geographical education: Reflection and action (pp. 99–111). Oxford: Oxford University Press.Google Scholar
Huckle, J. (1986). Ten red questions to ask green teachers. Green Teacher, 1, 11–15.Google Scholar
Huckle, J. (1988). Understanding Society and Nature in the Contemporary World. In Huckle, J. (Ed.), Global Environmental Education Programme—What we consume—Teacher's handbook (pp. 50–64). Godalming, UK: The Richmond Publishing Co Ltd and WWF.Google Scholar
Huckle, J. (1990). Environmental Education: Teaching for a sustainable future. In Dufour, B. (Ed.), The new social curriculum: A guide to cross-curricular issues (pp. 150–165). Cambridge: Cambridge University Press.Google Scholar
Huckle, J. (1999). Locating environmental education between modern capitalism and postmodern socialism: A reply to Lucie Sauvé. Canadian Journal of Environmental Education, 4, 36–145.Google Scholar
Jickling, B. (1992). Why I don't want my children to be educated for sustainable development. Journal of Environmental Education, 23, 5–8.Google Scholar
Jickling, B., & Spork, H. (1998). Education for the environment: A critique. Environmental Education Research, 4, 309–327.CrossRefGoogle Scholar
Malone, K. (2013). ‘The future lies in our hands’: children as researchers and environmental change agents in designing a child-friendly neighbourhood. Local Environment: The International Journal of Justice and Sustainability, 18, 372–395.Google Scholar
Orr, D. (1994). Earth in mind: On education, environment and the human prospect. Washington, DC: Island Press.Google Scholar
Papson, S. (2014). Scholars, intellectuals and bricoleurs. Arts and Humanities in Higher Education, 13, 377–394.Google Scholar
Price, L. & Lotz-Sistka, H. (Eds.) (in press). Critical realism, environmental learning and social-ecological change. Oxford: Routledge.Google Scholar
Reid, A., & Scott, W. (2013). Identifying needs for environmental education research. In Stevenson, R., Brody, M., Dillon, J., & Wals, A. (Eds.), International handbook of research on environmental education (pp. 518–528). New York: Routledge,.Google Scholar
Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7, 207–320.Google Scholar
Robottom, I. (1984). Why not education for the environment? Australian Journal of Environmental Education, 1, 11–14.Google Scholar
Robottom, I. (1987). Environmental education: Practice and possibility. Geelong, Australia: Deakin University.Google Scholar
Robottom, I., & Hart, P. (Eds.). (1993). Research in environmental education: Engaging the debate. Geelong, Australia: Deakin University.Google Scholar
Sauvé, L. (1996). Environmental education and sustainable development: Further appraisal. Canadian Journal of Environmental Education, 1, 7–34.Google Scholar
Stevenson, R. (1987). Schooling and environmental education: Contradictions in purpose and practice. In Robottom, I. (Ed.), Environmental education: Practice and possibility (pp. 69–82). Geelong, Australia: Deakin University.Google Scholar
Stevenson, R. (2007). Schooling and environmental/sustainability education: From discourses of policy and practice to discourses of professional learning. Environmental Education Research, 13, 265–285.CrossRefGoogle Scholar
Stevenson, R., Dillon, J., Wals, A. & Brody, M. (2013). The evolving characteristics of environmental education research. In Stevenson, R., Brody, M., Dillon, J., & Wals, A. (Eds.), International handbook of research on environmental education (pp. 512–517). New York: Routledge.Google Scholar
Suave, L. (1996). Environmental education and sustainable development: A further appraisal. Canadian Journal of Environmental Education, 1, 7–34.Google Scholar
UNESCO-UNEP. (1976). The Belgrade Charter. Connect, 1, 69–77.Google Scholar
UNESCO-UNEP. (1978). The Tbilisi Declaration. Connect, III, 1–9.Google Scholar