ORCID Profile
0000-0002-4189-216X
Current Organisation
RMIT University
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Other Education | Specialist Studies in Education | Sociology | Social Change | Sociology Of Education | Education Studies Not Elsewhere Classified | Education And Extension | Professional Development Of Teachers Not Elsewhere Classified | Educational Policy, Administration And Management
ANZSRC Socio-Economic Objective (SEO)
Education and training not elsewhere classified | Education across cultures | Education policy | Environmental education and awareness | Other social development and community services | Primary education | Secondary education |
Related Links
Publications
The Australian-ness of Curriculum Jigsaws: Where Does Environmental Education Fit?
Publisher: Cambridge University Press (CUP)
Date: 2011
DOI: 10.1017/S0814062600000045
Abstract: This paper reviews Australian Government actions related to environmental education, particularly in the past decade, and examines the actions forthcoming from two national action plans (Environment Australia, 2000 and DEWHA, 2009), the implementation strategy for the Decade of ESD (DEWHA, 2006) and developments related to the Australian Curriculum. This analysis is inspired by the Australian- ness of the metaphor of the curriculum as a jigsaw puzzle suggested by Robottom (1987), the seemingly constant battle for survival in the formal curriculum that environmental education has faced since the 1970s (Fensham, 1990 Gough, 1997), and the ongoing tensions between science education and environmental education in Australia's formal school curriculum.
Gender and Science Education in Schools: A Review ‘with Attitude’
Publisher: Informa UK Limited
Date: 1998
Evaluation of Australian Government Literature on the Environment
Publisher: Informa UK Limited
Date: 07-1997
New vintages and new bottles: The “Nature” of environmental education from new material feminist and ecofeminist viewpoints
Publisher: Informa UK Limited
Date: 10-01-2018
Gender and environmental education in the time of #MeToo
Publisher: Informa UK Limited
Date: 30-05-2018
After the posts: thinking with theory in environmental education research
Publisher: Cambridge University Press (CUP)
Date: 20-06-2022
DOI: 10.1017/AEE.2022.25
Abstract: In this essay, we argue that postqualitative inquiry is not a useful descriptor for environmental education research and that it is time to consider what comes after the posts. We argue that thinking with theory as a process methodology in the onto-epistemological framings of our research is more generative and opens up opportunities for this research being interdisciplinary/transdisciplinary/cross-disciplinary, intersectional, ecofeminist/more-than-humanist, indigenous, participatory, experimental and transgressive.
Working With/in/Against More-Than-Human Environmental Sustainability Education
Publisher: On Education. Journal for Research and Debate
Date: 09-2018
A Response in 2014
Publisher: Cambridge University Press (CUP)
Date: 07-2014
DOI: 10.1017/AEE.2014.31
Abstract: Documenting a history of environmental education in Australia within an international context has been a research focus (some would say obsession) of mine since 1974, when I undertook a ‘needs for environmental education’ survey for the Curriculum Development Centre. Given the human-centred issues that launched the field (clean air and water, population), it was disturbing to see how it became characterised as nature focused from the 1990s onwards, to distinguish it from education for sustainable development (ESD). As we now look post-decade, we find that ESD is not yet integrated into mainstream education and sustainable development agendas, and the need to promote global citizenship is being added to the agenda. Most of the UNESCO priority action areas from 2014 look very familiar: policy support, whole-institution approaches, educators and local communities. The fifth area is Youth, a category that emerged in its own right for the first time in Agenda 21. Having been in this historical space for so long, I expect I will continue to document a history of the field for as long as I can, to see where the journey leads us.
A Long, Winding (and Rocky) Road to Environmental Education for Sustainability in 2006
Publisher: Cambridge University Press (CUP)
Date: 07-2014
DOI: 10.1017/AEE.2014.30
Social Learning Towards a Sustainable World: Principles, Perspectives and Praxis Arjen E. J. Wals (Editor) Wageningen Academic Publishers, The Netherlands, 2007
Publisher: Cambridge University Press (CUP)
Date: 29-06-2017
DOI: 10.1017/AEE.2017.20
Challenging amnesias: re-collecting feminist new materialism/ecofeminism/climate/education
Publisher: Routledge
Date: 24-05-2023
Sustainable Schools: Renovating Educational Processes
Publisher: Informa UK Limited
Date: 10-2005
Achieving “Sustainability Education” in Primary Schools as a Result of the Victorian Science in Schools Research Project
Publisher: Cambridge University Press (CUP)
Date: 2004
DOI: 10.1017/S0814062600002184
Abstract: Science education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for environmental education. Even though primary aged children are very interested in science and the environment, primary school teachers often struggle to teach science/environmental education because they are not confident and competent in the content, lack curriculum resources and equipment, have inadequate time to prepare, and have difficulty finding a place for science/environmental education in what they perceive as an already overcrowded curriculum. The purpose of this paper is to discuss the experiences of primary schools involved in the Victorian Science in Schools Research Project which was concerned with improving science teaching and learning strategies but which also unexpectedly led to more environmental (“sustainability”) education occurring. The paper will also suggest a curriculum strategy for achieving more widespread acceptance and implementation of “sustainability education” through primary school science curricula.
Moving gender from margin to center in environmental education
Publisher: Informa UK Limited
Date: 2017
All STEM-Ed up: Gaps and Silences around Ecological Education in Australia
Publisher: MDPI AG
Date: 30-03-2021
DOI: 10.3390/SU13073801
Abstract: Similar to much of the world, the Australian Government has a vision for society to be engaged in and enriched by science which has, as its prime focus, building skills and capabilities in Science, Technology, Engineering and Mathematics (STEM). Simultaneously, the Government’s policies and projects, including in education, ignore intergovernmental environmental initiatives, such as the Intergovernmental Panel on Climate Change (IPCC) and the Intergovernmental Science-Policy Platform on Bio ersity and Ecosystem Services (IPBES). This article critically analyses the Australian Government’s STEM and climate change education policies and programs, including Citizen Science activities, through an ecological education lens and finds many, and growing, gaps and silences in these areas. It compares the Australian situation with STEM and ecological education-related developments in several other countries. In the context of significant global changes such as the COVID-19 pandemic, this article argues that it is time for the Australian education agenda to take the Government’s international responsibilities seriously, include meaningful engagement with climate change and bio ersity related topics through ecological education in the school curriculum, and discusses what a reimagined school science curriculum could look like.
Beyond Tinkering and Tailoring: Re-de/signing Methodologies in STEM Education
Publisher: Springer Science and Business Media LLC
Date: 09-2018
Searching for a crack to let environment light in: ecological biopolitics and education for sustainable development discourses
Publisher: Springer Science and Business Media LLC
Date: 04-10-2017
Centering gender on the agenda for environmental education research
Publisher: Informa UK Limited
Date: 02-12-2019
Challenging amnesias: re-collecting feminist new materialism/ecofeminism/climate/education
Publisher: Informa UK Limited
Date: 10-03-2020
(W)rapping relationships between science education and globalisation
Publisher: Springer Science and Business Media LLC
Date: 27-01-2011
A new beginning for environmental education in Australia
Publisher: Cambridge University Press (CUP)
Date: 06-1985
DOI: 10.1017/S081406260000450X
Abstract: In 1980-81 when I last wrote about the future of environmental education in Australian schools I was quite pessimistic and concluded that environmental education had been a phenomenon of the affluent seventies in Australia. This conclusion was based on observations, reading and experience with schools, education authorities and curriculum projects over the preceding seven years. Environmental education aims to develop not only awareness, understanding and skills. Most importantly, it also aims to encourage feelings of concern for the environment and protection. This means that it is concerned with social reconstruction — environmental education programs must have moral and political components if they are to achieve the accepted aims of environmental education. In 1980-81 I argued that environmental education had been subjected to incorporation within the existing hegemoney of schools in a neutralised form — the radical ‘action’ components of the environmental education aims had been deleted from school programs whilst the less controversial cognitive and skill aims had been retained, together with the name ‘environmental education’. There was evidence that programs of this genre had increased during the seventies, including an increased environmental content in traditional subjects in the curriculum. In general terms there was little inducement for schools to implement all the aims of environmental education.
Toward Effective Teaching and Learning: stories of primary schools'environmental science interest and action
Publisher: Informa UK Limited
Date: 06-2005
Troubling binaries: Gendering research in environmental education
Publisher: Bloomsbury Academic
Date: 2016
Celebrating AAEE’s first president: Peter James Fensham AO
Publisher: Cambridge University Press (CUP)
Date: 09-02-2022
DOI: 10.1017/AEE.2022.6
Symbiopolitics, Sustainability, and Science Studies: How to Engage With Alien Oceans
Publisher: SAGE Publications
Date: 21-10-2020
Abstract: This essay explores the implications for inquiries in sustainability education of Helmreich’s discussions of how human biocultural practices scramble nature and culture, life forms and forms of life, and his ethos of acceptance of ambiguous boundaries and transformative linkages with others. The silences in Helmreich’s arguments around gender and sustainability through looking at Probyn and Merchant, and the possibilities for a more-than-human scientific inquiry curriculum, are discussed, as is how science studies offer an image of a more-than-human anthropology that leads us to reconceive evolution, nature, gender, and sustainability, to which educational researchers need to pay attention.
The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies
Publisher: Cambridge University Press (CUP)
Date: 15-10-2016
DOI: 10.1017/AEE.2015.34
Abstract: This article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).
Towards a Synthesis
Publisher: Springer Netherlands
Date: 2009
Mutualism: A different agenda for environmental and science education
Publisher: Informa UK Limited
Date: 11-2002
Recognising Women in Environmental Education Pedagogy and Research: toward an ecofeminist poststructuralist perspective
Publisher: Informa UK Limited
Date: 05-1999
A Long, Winding (and Rocky) Road to Environmental Education for Sustainability in 2006
Publisher: Cambridge University Press (CUP)
Date: 2006
DOI: 10.1017/S0814062600001671
Abstract: This article charts the history of environmental education over four decades - from the 1960s to 2006 - as a rocky road of determined chocolate with the possibilities of rocks (nuts) and easy passage (marshmallow). There were distractions such as suggestions of changing names and new directions (add fruit?) along the way but the road has continued to be well travelled. The article concludes that there is much in common with where we have come from (the 1975 Belgrade Charter) and where we stand now (in year 2 of the United Nations Decade of Education for Sustainable Development). Where next?
Educating for the marine environment: Challenges for schools and scientists
Publisher: Elsevier BV
Date: 11-2017
DOI: 10.1016/J.MARPOLBUL.2017.06.069
Abstract: Environmental education has long been recognized as critical for achieving environmental awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective participation in environmental decision-making. Since the Declaration of the 1972 United Nations Conference on the Human Environment concerns about marine pollution and ecotoxicology, among other environmental challenges, should be included in environmental education. However, in the more than forty years since this significant environmental Declaration, marine education has struggled to find a place in the school curriculum of most countries, even though issues such as climate change, chemical contamination of marine environments, coastal eutrophication, and seafood safety continue to threaten human and other species' well-being. This viewpoint discusses how marine education is marginalized in school education, and how marine specialists need to embed school education in their action plans. Particular questions include: who should be educated, about what, where and with what goals in mind?
Researching Environmental Education in Teacher Education: Initiating and Sustaining Student Interest
Publisher: Informa UK Limited
Date: 09-1998
The generativity of feminist and environmental cartoons for environmental education research and teaching
Publisher: Informa UK Limited
Date: 09-05-2023
Globalizing Environmental Education: What's Language Got to Do with it?
Publisher: SAGE Publications
Date: 12-1993
Sustainable Development and Global Citizenship Education: Challenging Imperatives
Publisher: Palgrave Macmillan UK
Date: 2018
Nature and Human Nature — Two Perspectives - The Philosophical Foundations of Ecological Civilization: A Manifesto for the Future Arran Gare, Abingdon, Oxon/New York, Routledge, 2017 - Autonomous Nat
Publisher: Cambridge University Press (CUP)
Date: 03-2018
DOI: 10.1017/AEE.2018.6
Opening to the Australian Journal of environmental education special 30-year anniversary issue
Publisher: Cambridge University Press (CUP)
Date: 07-2014
DOI: 10.1017/AEE.2014.12
Abstract: 2014 represents the 30th year of the Australian Journal of Environmental Education ( AJEE ), making it one of the oldest academic journals in environmental education still in publication. The oldest is The Journal of Environmental Education , founded in 1969. Another journal, The International Journal of Environmental Education and Information , was founded in 1981 but is no longer in publication, and the Southern African Journal of Environmental Education , also founded in 1984, has not had any issues since 2011.
Ghosts in Australian Environmental Education
Publisher: Cambridge University Press (CUP)
Date: 07-2014
DOI: 10.1017/AEE.2014.14
Abstract: The Australian Journal of Environmental Education ( AJEE ), first published in 1984, is a rich source for investigating the history of environmental education in Australia, as it has s led research and writings in the field since the Australian Association for Environmental Education (AAEE) was established in 1980.
Kids Don't Like Wearing the Same Jeans as their Mums and Dads: so whose ‘life’ should be in significant life experiences research?
Publisher: Informa UK Limited
Date: 11-1999
STEM policy and science education: scientistic curriculum and sociopolitical silences
Publisher: Springer Science and Business Media LLC
Date: 07-05-2014
Sustaining Development of Environmental Education in National Political and Curriculum Priorities
Publisher: Cambridge University Press (CUP)
Date: 1992
DOI: 10.1017/S0814062600003335
Abstract: The purpose of this paper is to explore the relationship between national economic and political priorities and environmental education policy formulation and curriculum strategies. This relationship will be placed in the historical context of developments in environmental education in Australia from 1970 until the present and will be analysed in terms of the ideological and pedagogical stances implicit, and explicit, in the developments during this period. I will argue that the emphasis throughout the period has been to sustain the development of environmental education without any questioning of why, what and how this development should occur. ‘Sustainable development’ has become a slogan for governments, industry and conservation groups in recent times. It was the subtitle for the World Conservation Strategy (IUCN 1980) and the National Conservation Strategy for Australia (DHAE 1984) - living resource conservation for sustainable development - and was popularised in the report of the World Commission on Environment and Development, more commonly known as the Brundtland Report or Our Common Future (WCED 1987). The definition of sustainable development given in the World Conservation Strategy (IUCN 1980: section 1.3) and repeated in the National Conservation Strategy for Australia (DHAE 1984: 12) is as follows: Development is…the modification of the biosphere and the application of human, financial, living and non-living resources to satisfy human needs and improve the quality of human life. For development to be sustainable it must take account of social and ecological factors, as well as economic ones of the living and nonliving resource base and of the long term as well as the short term advantages and disadvantages of alternative actions.
The Politics and Practices of Equity, (E)Quality and Globalisation in Science Education: Experiences from Both Sides of the Indian Ocean
Publisher: Springer Netherlands
Date: 2007
Working With/in/Against More-Than-Human Environmental Sustainability Education
Publisher: On Education. Journal for Research and Debate
Date: 09-2018
Teacher Education for Sustainable Development: Past, Present and Future
Publisher: Springer International Publishing
Date: 2016
Contos de Camp Wilde: tornando queer a pesquisa em educação ambiental
Publisher: FapUNIFESP (SciELO)
Date: 04-2011
DOI: 10.1590/S0104-026X2011000100017
Abstract: Este artigo questiona o relativo silêncio da teoria e da teorização queer sobre a pesquisa em educação ambiental. Exploramos algumas possibilidades para tornar queer a pesquisa em educação ambiental ao criar (estimulando outras/os a fazer o mesmo) narrativas de C Wilde, um local imaginário que nos ajuda a expor o fato de este ser um c o marcado por uma construção heteronormativa. Essas narrativas propõem métodos alternativos de representação e (re)produção do sujeito e do objeto de nossas indagações e nossas identidades como pesquisadoras/es. As/os colaboradoras/es utilizam-se de diferentes recursos teóricos como história da arte, desconstrução, ecofeminismo, crítica literária, estudos culturais populares e pós-estruturalismo feminista a fim de desenvolver uma nova orientação para a pesquisa em Educação Ambiental, a qual esperamos que jamais seja categorizada como um 'novo gênero'.
Recycling the flavour of the month: environmental education on its third time around
Publisher: Cambridge University Press (CUP)
Date: 1991
Woman Being Disruptive: Challenging (E)quality in Science Education
Publisher: Springer International Publishing
Date: 2019
Environmental education research in Southern Africa: Dilemmas of interpretation
Publisher: Informa UK Limited
Date: 08-2004
For the Total Environment: Bill Stapp's Contribution to Environmental Education
Publisher: Cambridge University Press (CUP)
Date: 2001
DOI: 10.1017/S0814062600002391
Abstract: Bill Stapp passed away in May 2001, thirty one years after his first influential visit to Australia. Although many among the current generation of younger environmental educators might not know his name they are very likely to be working within a framework for environmental education that he worked hard to establish. This paper discusses his contribution from a socially critical standpoint and within the context of the relationship between formal education and informal settings that underpinned his work. In writing this paper I draw on his writings, commentaries on his work, personal knowledge and an in-depth interview I conducted with him in 1991.
Body/Mine: A Chaos Narrative of Cyborg Subjectivities and Liminal Experiences
Publisher: Informa UK Limited
Date: 04-2005
Beyond cyborg subjectivities: Becoming-posthumanist educational researchers
Publisher: Informa UK Limited
Date: 09-06-2016
Towards a socially critical environmental education: water quality studies in a coastal school
Publisher: Informa UK Limited
Date: 07-1993
Founders of Environmental Education: narratives of the Australian environmental education movement
Publisher: Informa UK Limited
Date: 02-1997
Related Organisations
Related Funding Activities
Linkage Projects - Grant ID: LP0348631
Start Date: 12-2003
End Date: 12-2007
Amount: $240,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0989314
Start Date: 04-2009
End Date: 03-2012
Amount: $147,530.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0882159
Start Date: 01-2008
End Date: 12-2011
Amount: $283,000.00
Funder: Australian Research Council
View Funded ActivitySpecial Research Initiatives - Grant ID: SR0354625
Start Date: 02-2004
End Date: 12-2004
Amount: $20,000.00
Funder: Australian Research Council
View Funded Activity