Collectively engaging with theory in environmental education research. (18th March 2020)

• Record Type: Journal Article
• Authors: Nakagawa, Yoshifumi; Verlie, Blanche; Kim, Misol
• Is Part Of: Australian journal of environmental education. Volume 36:Number 1(2020)
• Page Start: 1
• Page End: 19
• Publication Date: 2020-03-18
• Subjects: Postqualitative research, -- collective research methodology, -- sustainable research relationships, -- environmental activism; Environmental education -- Periodicals; Environmental education -- Australia -- Periodicals; Conservation of natural resources -- Study and teaching -- Periodicals; Conservation of natural resources -- Study and teaching -- Australia -- Periodicals; Ecology -- Study and teaching -- Periodicals; 333.7071
• DOI: 10.1017/aee.2020.6
• Languages: English
• ISSNs: 1380-2038

Abstract

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.