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1.
Yoshifumi Nakagawa Phillip G. Payne 《International journal of qualitative studies in education》2017,30(2):147-160
This ethnographic small-scale interpretive study investigates four international Study Abroad (SA) students’ mobile experiences of local coastal/beach sites, as part of a semester-long undergraduate outdoor environmental education unit ‘Experiencing the Australian Landscape’ (EAL) offered at Monash University in Melbourne, Australia. Their individual and collective experiences of the coast in EAL highlighted the problematic status of uncritically assuming and accepting place pedagogy in education practices. With a specific focus on the lived time experience of the four SA students, this study examined how the participants negotiated their meanings of the Australian landscape over the limited duration of the EAL unit. Three temporal themes related to non-place experience were identified: transitory; creative; and re-normalising. In discussing these findings, we recommend that any (eco)pedagogical conceptualisation, practice, and research of ‘place’ needs to attend empirically and theoretically to the non-placeness of the body-time-space-relation and their increasing abstraction within globalising processes. 相似文献
2.
Seyoung Hwang 《Environmental Education Research》2009,15(6):697-714
This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment‐related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the ‘proper’, ‘good’, ‘science’ teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the ‘sense‐making’ discourses and ‘sense that is made’ of experiences of environmental education and school education more widely. 相似文献
3.
Valéria Ghisloti Iared Haydée Torres de Oliveira Alan Reid 《Environmental Education Research》2017,23(9):1273-1290
In this paper, we reflect on a study in Brazil’s Cerrado that attempts to address a lack of attention to an aesthetic dimension in environmental education practice and research. We start by tracing this lack to the overvaluing of the cognitive sphere in the educational process, noting its echo in the low aesthetic value attributed to the Cerrado biome. Then, through reflecting on an empirical, interview based study of sensations, perceptions and feelings evoked by aesthetic experiences in the Cerrado, we draw on insights from a hermeneutic phenomenological approach to identify key themes for environmental education research and practice in this regard. These include: recognising the singularity of experience; attending to the qualities of experience; acknowledging the value/s of ‘lighter’ and ‘darker’ experiences; and deepening emotions and verbal communication. In our final considerations, we discuss the limitations of the study, alongside new directions in studies of perception, experience, aesthetics and pedagogy that may also advance attention to an aesthetic dimension in environmental education practice and research. 相似文献
4.
Eco-heroic quests for environmental communion continue to be represented, mediated, and glorified through film and media narratives. This paper examines two eco-heroic quests in the Alaskan ‘wilderness’ that have been portrayed in two Hollywood motion pictures: the movies Grizzly Man and Into the Wild. Both films vividly document and re-inscribe heroic status to the stories of Timothy Treadwell (Grizzly Man) and Christopher McCandless (Into the Wild), their tragic encounters with nature, and the pivotal experiences that gave them both eco-heroic identities in the American imagination. As is often the case for Greek and Shakespearean dramas, each hero met a tragic, unnecessary death in Alaskan ‘wilderness’, but in the process reiterated a settler colonial narrative. We argue that an Indigenous-focused Land education and its counter-narratives of holistic relations are sorely needed. It is Indigenous Land education that can break the cycle of Eurocentric celebrations of solitary heroism, rugged individualism, and ignorance of place. In order to forge Indigenous/non-Indigenous relations in our cultural imaginations and to address compounding environmental struggles, we need to turn to Indigenous stories and teachings that are already in place, in deep relation with the Land, water, animals and plants on Indigenous territory. We need to turn to Land education that is currently not in place or acknowledged in environmental education. 相似文献
5.
Kari-Anne Jørgensen 《Environmental Education Research》2016,22(8):1139-1157
The over-arching aim of this study was to elucidate and interpret topics that are relevant to how we understand children’s experiences and creation of meaning in natural landscapes and places within these landscapes. Following two nature-kindergarten groups regularly over ten months, the data for this ethnographic study consist of constructed narratives and narrative maps. Key topics relate to children’s multi-sensory experiences and the development of environmental consciousness, and their ‘sense of wonder’ as a driving force for exploration, interpretation and creation of meaning. Implications of the study for discourses of environmental education in the early years and local practices of taking children into nature are also discussed. 相似文献
6.
ROBERT TOBIAS 《International Journal of Lifelong Education》2013,32(6):569-588
This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world. 相似文献
7.
Phillip G. Payne 《Environmental Education Research》2010,16(2):209-231
‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos. 相似文献
8.
Phillip Payne 《Environmental Education Research》1999,5(4):365-381
’Experience’ is at the root of individual, socio‐environmental existence. Inquiries into its more ‘significant’ moments and episodes have arrived at a potentially important body of knowledge in environmental education. However, in the absence of parallel research efforts that demonstrate how the findings of those inquiries translate into contextually sensitive and socially useful educational practices, this discussion returns conceptually to questions posed by Louise Chawla about ‘inner nature’ and how significance of experience is socially constructed. To that future research agenda, I add the further question of how those constructions of ‘significance’ must be seen in relation to dominant social constructions of the ‘environment/nature’, sensitivity and activism. This begs the further question, exacerbated somewhat by the above lack of a connection with existing educational practices, of how teachers’ and learners’ thoughts and actions might also need to be examined in relation to dominant conceptions of the environment/ nature and constructions of environmental education. Consequently, by focusing on the ‘continuity of experience’, this response to issues raised primarily by Chawla about inner nature and other assertions by Tanner about the ‘right subjects’ also addresses broader tensions in environmental education. Significant life experiences (SLE) researchers should continue to refine their understandings of the ontological significance of the central category of human ‘experience’. 相似文献
9.
ROBERT J. HILL 《International Journal of Lifelong Education》2013,32(3):221-242
The purpose of this qualitative research was to determine the ways that knowledge is constructed and used by emergent citizen's groups (ECGs are grassroots, action‐oriented, problem‐solving groups) engaged in environmental conflicts, and by a state government environmental regulatory agency that interfaced with them. Four historical‐organizational/observational case studies of conflict dynamics involving ECGs and the government were undertaken. Case studies in a qualitative research paradigm were used since they particularize information in a complex, process oriented manner that reports life experiences. All of the grassroots groups in the study cited ‘education’ as a goal of their organizations. The research documented the struggle for who controls the meaning of hazardous scenarios. ECGs were cultural producers at the local level, developing the intellectual and moral faculties of the community, especially through collective education and collaborative and social learning. The state agency, on the other hand, constructed intellectual and moral capacity from a bureaucratic locus. As such, both were instrumental in community learning, as well as sites of contest. The results show that regulators most frequently relied on ‘codified’ or ‘official’ knowledge that reproduced the status quo. ECGs constructed ‘fugitive’ knowledge that escaped the control of institutional specialists, and that reinforced their local (and at times global) interests. Bureaucrats seldom used local knowledge to make environmental decisions. Citizens responded with rebellious collective action, quiescence and at times despair. 相似文献
10.
Bernadette Christine Macartney 《International Journal of Inclusive Education》2013,17(2):171-183
This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education. 相似文献
11.
Elena Camino 《Environmental Education Research》1996,2(3):331-344
This paper describes an educational activity that was undertaken by starting an exchange of letters between Italian and Indian students. The main goal of this initiative was to encourage friendly relationships among students living in very different cultures and socio‐economic conditions, through direct communication. The general objectives of this initiative were: to encourage Italian and Indian children to have an affective, cognitive and emotional openness towards different people, cultures and environments; to make the concept of ‘global village’ more real and the ties that constitute our interdependent world more actual; to stimulate a reflection upon the ‘Western’ model of development, that destroys our resources, the resources of other peoples and of future generations. In this work targets related to several subjects have been identified: geography, environmental science, foreign language and social studies. A few possible interdisciplinary teaching paths have been pointed out, which originated from the development of cross‐curricular themes (environment, development, world studies). Our approach has stressed the comparison between ‘us’ and ‘the other’, the deliberate effort to put oneself in the others’ place and to see the world through ‘their’ eyes. Thanks to the exchange of letters this comparison has been made more concrete, immediate and relevant. Finally, some critical thoughts about the experiences that have been carried out up till now will be suggested in order to open a debate with teachers and researchers who have had similar experiences and to provide useful elements to those who are willing to take the path of environmental and development education through the exchange of letters among their students. 相似文献
12.
Robert B. Stevenson 《Environmental Education Research》2008,14(3):353-360
13.
‘Environmentalizing’ curriculum in Brazil is a worthy goal of global educational reform for sustainability but is challenging given the limits to rational change thesis already argued in critical social science and post-structural deconstructionism. The federal government mandate to environmentalize undergraduate physical education programs poses the question of which aspects of physical education are conducive to change. ‘Nature’ sports, or outdoor/adventure activity education, is the most likely candidate. In Australia over the past three decades, the environmentalization of ‘old’ physical education outdoor activities has led to the development of ‘new’ discourse practices that integrate environmental studies and outdoor education and are designed for ecological responsibility and social sustainability. In this culturally comparative light about the possibilities for curriculum change in environmental, outdoor and physical education, we examine the potential for change in Brazilian approaches to physical and sport education by critiquing broader ‘environmentalizing’ issues as they have occurred historically within the Australian outdoor education context in the university and secondary schooling sectors. 相似文献
14.
Mark Taylor 《Irish Educational Studies》2018,37(2):227-241
Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. ‘Narrative Inquiry: Multiple Lenses, Approaches, Voices.’ In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 651–679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. ‘Places of Practice: Learning to Think Narratively.’ Narrative Works 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories – ‘Threshold Concepts’ and ‘Communities of Practice’ – shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements. 相似文献
15.
Maarten Wolsink 《Environmental Education Research》2016,22(7):1049-1071
The value of urban green space for environmental education fieldwork is empirically investigated in a study among all secondary schools in Amsterdam. The article describes how the proximity of schools to green spaces emerges as a new factor in the ‘sustainable city’ and the ‘compact city’ debate. For fieldwork excursions proximity to green spaces is crucial for establishing a pattern of outdoor environmental education. Once established, it shapes teachers’ attitudes on excursions. A linear structural path analysis reveals how this in turn results in more fieldwork excursions to other destinations. Interviews with teachers show how this can be interpreted mainly as a result from iterative positive experiences with excursions close to the school, which are triggered by the availability of nearby green space. Remarkably, beside the effects of green spaces for well-being and health, the significance of green space for environmental education of children remained under-investigated. This argument came prominently to the fore in a case of urban densification within the framework of compact city policies. In the dispute about the elimination of green space, citizens claimed a high educational value would vanish, but they felt this value was not recognized in the decision-making process. 相似文献
16.
Phillip G. Payne 《Environmental Education Research》2005,11(4):413-431
This response to McKenzie’s ‘post‐post’ concerns about environmental education research draws upon empirical, conceptual, anecdotal, metaphorical, imaged and poetic means to help the researcher ‘reassemble’ the researcher/ed by attending to her/his relational body and embodiment of various, often hegemonic, socially constructed environmental relations. The purpose is to reconcile body/lifeworld experiences and their sources (socio‐ecological ontology) with mind/text meaning‐making and representational strategies (epistemology) in methodologically advancing the capacity and claims of researchers to legitimize and politicize the aims, methods and consequences of their research. The paper concludes with the contours of a ‘post‐critical’ map for environmental education research. 相似文献
17.
Constance L. Russell 《Environmental Education Research》2005,11(4):433-443
While McKenzie mentions in passing her concern about anthropocentrism and human oppression of the natural world, she is mostly silent about the role of ‘nature’ in post‐post approaches to environmental education research. If one takes feminist poststructuralist ideas about voice and representation seriously, surely the place of ‘nature’ in environmental education research must be interrogated? Is there space for ‘nature’ in multivocal representations of research? How might our own polyvocality include our experiences of our animality? How might we assess the legitimacy of such representations? What are the limits and possibilities of post‐post approaches to environmental education research when ‘nature’ is taken into account? 相似文献
18.
MATTHEW R. FARRELLY 《Journal of Philosophy of Education》2019,53(1):127-144
Philosophers of education have argued that in order for Environmental Education's goals to succeed, students must form bonds and place attachments with nature. Some argue that immersive experiences in nature will be sufficient to form such attachments. However, this may not be enough, requiring other means of motivating them for environmental stewardship. Here, I explore the role the imagination could play for helping (re)enchant students’ perception of themselves‐in‐relationship‐with nature which could support the work these educators are already doing. I explore philosophical, psychological, and pedagogical domains to begin developing a holistic vision of what imagination could contribute for human‐environmental flourishing. Philosophically, I build from Martha Nussbaum's work that stories imaginatively shape our understanding of ourselves and the world, arguing that story—namely, myth—may have a unique power to enchant student's moral and ethical imaginations. I attempt to synthesise Michael Bonnett's rich ‘primordial’ phenomenology with what some mythologists identify as ‘implicit myth’—both of which are drawing attention to the human‐environmental interrelationship. Psychologically, I posit that if myth of this kind can develop a human‐environmental imagination in students, it may serve to create conditions to motivate students to act for environmental stewardship. Pedagogically, I close by identifying authors who seem to embody this primordial and mythic way of being in the world, arguing that studying their writings may help educators and students cultivate this human‐environmental imagination. I draw particular attention to Gerard Manley Hopkins’ poetry for exemplary inspiration and guidance. 相似文献
19.
Sam Stiegler 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):892-905
This paper rethinks education’s reliance on knowing who queer and trans youth are. It suggests that both desires to ‘know’ who youth are and the processes by which curriculum, policy, and scholarship come to know what is thought to be known about youth flattens and diminishes youths’ life experiences and what they might be/come. By examining the ideas that are thought to be known about queer and trans youth, the paper explores how these ideas tend to excise the specifics of youths’ lives, particularly along racial lines. Moreover, this paper considers how queer and trans adults’ desires to place queer and trans youth within historical lineages, present-day conundrums, and future imaginings limits youths’ own explorations and determinations of their own gendered and sexual presentations, expressions, and identities. In total, this paper asks: how might we get to unknow queer and trans youth? 相似文献