scholarly journals AJEE Special Issue: 2016 Australian Association for Environmental Education Conference: ‘Tomorrow Making — Our Present to the Future’

2017 ◽  
Vol 33 (3) ◽  
pp. iii-vi
Author(s):  
Peta White ◽  
Sally Birdsall
Keyword(s):  
Environmental Education ◽  
Special Issue ◽  
Biennial Conference ◽  
Australian Association ◽  
The Future ◽  
Environmental Educators ◽  
Education Conference ◽  
National Organisation

The 19th Biennial Conference for the Australian Association for Environmental Education (AAEE) was a wonderful milestone for any national organisation. Our South Australian hosts were very excited to see us all descend on Adelaide in September 2016 to take up their offer of ‘Tomorrow Making’. ‘Our Present to the Future’ was four days filled with considering what we were working on and what we are working towards, both individually and collectively. Youth presentations, collegial collaborations, and sharing of goodwill and thought resulted in a generative conference, just like we have come to expect from environmental educators. Sally and I are pleased to maintain the tradition of guest editing the AJEE Special Issue, showcasing six papers as a representation of the knowledge shared, considered, adapted, and devised at the conference.

AJEE Special Issue—18th AAEE Biennial Conference, Hobart, Tasmania, November 2–5, 2014 Sustainability: Smart Strategies for the 21st Century

2016 ◽  
Vol 32 (1) ◽  
pp. iii-vi ◽  
Author(s):  
Allen Hill ◽  
Janet Dyment
Keyword(s):  
Environmental Education ◽  
21St Century ◽  
Sustainability Education ◽  
Australian Journal ◽  
Special Issue ◽  
Comprehensive Account ◽  
Biennial Conference ◽  
Australian Association ◽  
Innovative Thinking ◽  
The Many

In early November 2014, over 300 delegates met in Hobart, Tasmania for the 18th Australian Association for Environmental Education (AAEE) Biennial Conference. Titled ‘Sustainability: Smart Strategies for the 21st Century’, this conference sought to bring together innovative thinking, practice and research in the field of environmental and sustainability education. This special conference issue of the Australian Journal of Environmental Education captures a snapshot of some of that thinking. While it is by no means a comprehensive account of the many conversation threads that permeated the conference, we hope that readers will find the articles in this special issue a stimulus to your thinking and practice.

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

2016 ◽  
Vol 32 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Robert (Bob) Stevenson ◽  
Jo-Anne Ferreira ◽  
Sherridan Emery
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
Academic Career ◽  
Sustainability Education ◽  
Early Career ◽  
Career Stages ◽  
Early Career Researchers ◽  
Biennial Conference ◽  
Australian Association ◽  
The Future

AbstractThe 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.

Hyperobjects, Media, and Assemblages of Collective Living: Playing With Ontology as Environmental Education

2019 ◽  
Vol 35 (3) ◽  
pp. 213-221
Author(s):  
Jesse Bazzul
Keyword(s):  
Social Sciences ◽  
Environmental Education ◽  
Ecological Crisis ◽  
Ecological Awareness ◽  
Creative Thought ◽  
The World ◽  
The Future ◽  
Humanities And Social Sciences ◽  
Environmental Educators

AbstractThis article emphasises the importance of creative thought for environmental education through a discussion of the ontologically rich work of Anna Tsing, Timothy Morton and John Peters. The recent turn toward ontology in the humanities and social sciences has consequently led to diverse theories about ‘how things are’, and some of these concepts might assist justice-oriented environmental educators in raising ecological awareness in a time of crisis. Using assemblages, media and hyperobjects as concepts to (re)imagine the the world(s) of the Anthropocene, this article promotes a practice of ontic-play, a constantly changing engagement with ontological thought. To think through ecological crisis means moving towards philosophy as creation or art. In other words, engaging thought from the future.

scholarly journals Special Issue Dedicated to Professor Frank Fisher (1943–2012): A Courageous Life

2013 ◽  
Vol 29 (1) ◽  
pp. iii-iii
Author(s):  
James Tonson ◽  
Sarah Houseman
Keyword(s):  
Environmental Education ◽  
Social Systems ◽  
Teaching Approach ◽  
Electrical Engineer ◽  
Special Issue ◽  
Australian Association ◽  
The Social ◽  
The World ◽  
Sustainability Program

In 2007 Professor Frank Fisher was named Australia's inaugural Environmental Educator of the Year (by the Australian Association for Environmental Education). Frank lived a life driven by a determination to engage fully with the world around him. As a young electrical engineer, Frank became convinced of the need for education and research about how we shape the world around us, and contributed to the establishment of the first Australian Masters of Sustainability program at Monash University in 1973. Typified by exercises such as taking students to sit in the middle of major roads, Frank's teaching approach aimed to help students understand the social systems that shape our understanding of and impact on the world around us.

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

2016 ◽  
Vol 32 (1) ◽  
pp. 17-29 ◽  
Author(s):  
Claudio Aguayo ◽  
Blanche Higgins ◽  
Ellen Field ◽  
Jennifer Nicholls ◽  
Susan Pudin ◽  
...  
Keyword(s):  
Environmental Education ◽  
Sustainability Education ◽  
Online Collaboration ◽  
Research And Practice ◽  
Australian Association ◽  
The Future

AbstractFollowing 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.

Playing With the Planet: Environmental Education and Entertainment Software

1996 ◽  
Vol 12 ◽  
pp. 35-40
Author(s):  
Kathleen Gray ◽  
Michael Nott
Keyword(s):  
Environmental Education ◽  
Natural Resources ◽  
Teaching And Learning ◽  
Computer Software ◽  
Applied Ecology ◽  
Critical Attention ◽  
The Future ◽  
Environmental Educators ◽  
Future Direction

ABSTRACTA genre of computer software with which users simulate designing and managing natural resources and ecosystems deserves critical attention from environmental educators. Such software encourages users to develop their understanding of theoretical and applied ecology by manipulating virtual environmental forces in imaginative ways. This paper refers readers to a directory of software titles in thie genre. It argues that there is significant social and educational momentum toward increased use of such resources for teaching and learning about the environment. It presents some reservations about the nature and purpose of this genre of software, and outlines ethical, economic and experiential questions about it which have implications for the future direction of environmental education.

Entanglements of matter and meaning: The importance of the philosophy of Karen Barad for environmental education

2020 ◽  
Vol 36 (3) ◽  
pp. 219-233 ◽  
Author(s):  
Shae L. Brown ◽  
Lisa Siegel ◽  
Simone M. Blom
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Agential Realism ◽  
Australian Association ◽  
Powerful Approach ◽  
The World ◽  
Karen Barad ◽  
Environmental Educators ◽  
The Rich ◽  
Knowledge Communication

AbstractThe rich and innovative ideas of quantum physicist and feminist theorist Karen Barad have much to offer environmental educators in terms of practical theories for teaching and learning. This article shares insights gained from a facilitated conversation at the Australian Association for Environmental Education (AAEE) Conference Research Symposium, and offers an introduction to Barad’s theories for environmental educators. At this time of challenging planetary imperatives, environmental education is increasingly called upon to contribute to students’ understanding of connectedness, and Barad’s theory of agential realism provides a way to think about, articulate and engage with connectedness as inherent within the world rather than something we need to create. By considering entanglement as a fundamental state, we understand that separateness is not the original state of being. This shift in perspective supports a subtle yet powerful approach to knowledge, communication and collaboration, understanding difference as integral within the world’s entangled becoming. The convened conversation sought to explore Barad’s thinking by defining and discussing the concepts of agential realism, intra-action, material-discursivity, phenomena and diffraction. Barad’s ideas were used to collectively explore what it means to be intraconnected and entangled in today’s world, and specifically how these concepts and experiences relate to our work and lives as environmental educators and researchers.

Case Study: Calculating the Ecological Footprint of the 2004 Australian Association for Environmental Education (AAEE) Biennial Conference

2006 ◽  
Vol 22 (2) ◽  
pp. 71-84
Author(s):  
Andrew Rickard
Keyword(s):  
Environmental Education ◽  
Ecological Footprint ◽  
Environmental Benefits ◽  
Biennial Conference ◽  
Australian Association ◽  
The Social ◽  
Future Events ◽  
Event Tourism ◽  
Economic Perspectives

AbstractEvent tourism is accompanied by social, economic and environmental benefits and costs. The assessment of this form of tourism has however largely focused on the social and economic perspectives, while environmental assessments have been bound to a destination-based approach. The application of the Ecological Footprint methodology allows for these environmental assessment boundaries to be extended. This case study applies the footprint methodology to the Australian Association for Environmental Education (AAEE) Biennial Conference held in Adelaide in 2004. The results of the case study provide important insight into the planning and delivery of future events for the Association and event managers.

Still ‘Minding the Gap’ Sixteen Years Later: (Re)Storying Pro-Environmental Behaviour

2018 ◽  
Vol 34 (2) ◽  
pp. 189-203 ◽  
Author(s):  
Lisa Siegel ◽  
Amy Cutter-Mackenzie-Knowles ◽  
Anne Bellert
Keyword(s):  
Environmental Education ◽  
Environmental Awareness ◽  
Relevant Literature ◽  
Australian Journal ◽  
Environmental Knowledge ◽  
High Rate ◽  
Special Issue ◽  
Environmental Behaviour ◽  
Fertile Ground ◽  
Environmental Educators

AbstractIn their seminal 2002 paper, Kollmuss and Agyeman asked the important question ‘Why do people act environmentally and what are the barriers to pro-environmental behaviour?’ The article has had a remarkably high rate of readership, with 64,900 electronic views to date, and 16 years later, this question remains significant. But are environmental educators and researchers any closer to understanding why people engage in pro-environmental behaviour? For this special issue of the Australian Journal of Environmental Education and its focus on ecologising education, it is timely not only to re-explore but to (re)story the concepts of environmental knowledge, environmental awareness and pro-environmental behaviour, in order to generate fertile ground for the creation of new understandings and practices in environmental education. After considering relevant literature published between 2000 and 2018, this article offers an original framework for considering the complex, varied, and interconnected influences on the development of pro-environmental behaviour by (re)storying the development of pro-environmental behaviour through articulating it as a living forest.

Thinking with a landscape: the Australian Alps, horses and pedagogical considerations

2020 ◽  
pp. 1-19
Author(s):  
Scott Jukes
Keyword(s):  
Environmental Education ◽  
Educational Research ◽  
Specific Problem ◽  
Geographical Location ◽  
Outdoor Environmental Education ◽  
Australian Alps ◽  
Environmental Educators ◽  
Multiple Species ◽  
Constructing Knowledge

Abstract This paper proposes some possibilities for thinking with a landscape as a pedagogical concept, inspired by posthuman theory. The idea of thinking with a landscape is enacted in the Australian Alps (AA), concentrating on the contentious environmental dilemma involving introduced horses and their management in this bio-geographical location. The topic of horses is of pedagogical relevance for place-responsive outdoor environmental educators as both a location-specific problem and an example of a troubling issue. The paper has two objectives for employing posthuman thinking. Firstly, it experiments with the alternative methodological possibilities that posthuman theory affords for outdoor environmental education, including new ways of conducting educational research. Secondly, it explores how thinking with a landscape as a pedagogical concept may help open ways of considering the dilemma that horses pose. The pedagogical concept is enacted through some empirical events which sketch human–horse encounters from the AA. These sketches depict some of the pedagogical conversations and discursive pathways that encounters can provoke. Such encounters and conversations are ways of constructing knowledge of the landscape, covering multiple species, perspectives and discursive opportunities. For these reasons, this paper may be of relevance for outdoor environmental educators, those interested in the AA or posthuman theorists.

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