Call for contributions – Queer EcoPedagogies: Explorations in Sexuality, Nature, and Education


Joshua Russell (Canisius College, Buffalo, New York)


Project Scope/Content:

In 2002, Constance Russell, Tema Sarick, and Jacqueline Kennelly wrote what was arguably the first foray into queer theory in environmental education (EE) research, drawing scholarly attention to the potential “in explicitly and actively ‘queering’ environmental education” (2002, p. 55). Shortly thereafter, Gough, Gough, Applebaum, Doll, and Sellers, invited environmental educators to walk the difficult path of exposing and “queer(y)ing” the field’s “heteronormative constructedness” by visiting the imaginary Camp Wilde (Gough et al., 2003, pp. 44-45). However, a period of silence followed these important calls for applying and performing queer theory within environmental education research and scholarship. Ten years later, in 2013, Joshua Russell took up the theme once again, seeking to (re)orientate environmental educators toward the liberatory potentials of pedagogies that emphasize queer experiences with nature, animality, and “environment.” With the addition of articles published in the Journal of Environmental Education’s more recent special edition on gender (Adsit- Morris & Gough, 2017; Bazzul & Santavicca, 2017) there is clearly a renewed interest in queer theory among environmental education scholars.

This proposed volume seeks to build on the momentum surrounding queer work within EE, while also encouraging cross-pollination between environmental education research and the growing bodies of literature dedicated to queer (de)constructions of categories such as “nature,” “environment,” and “animality” (e.g., Barad, 2011; Chen, 2012; Chisholm, 2010; Gaard, 1997; Gaard, 2011; Gandy, 2012; Garrard, 2010; Giffney & Hird, 2008; Krupar, 2012; Mortimer-Sandilands, 2005; Mortimer-Sandilands & Erickson, 2010; Morton, 2010; Sandilands, 2002; Seymour, 2013). The book will be comprised of submissions that engage with the existing literatures of queer ecology, queer theory, and various explorations of sexuality and gender within the context of human-animal-nature relations. It is the editor’s hope that continued commitments to queer pedagogical investigation can further diversify environmental education research as well as provide new directions for both scholarship across a variety of EE contexts. In addition, the editor hopes to encourage authors to engage with queer readings of pedagogy as (dis)orientating, with the potential for establishing counter hegemonic practices that challenge dominant and destructive views of bodies, nature, and community.

The scope of this book will be multi- or interdisciplinary in order to cast a wide net around what kinds of spaces, relationships, and practices are considered educational, pedagogical, or curricular. The volume invites chapter submissions that are conceptual, theoretical, empirical, or any combination of these approaches.

Potential themes and topics may address questions such as:

  • What are the potential connections to be made between queer ecology and environmental education research and practice?
  • In what ways might queer theory contribute to various educational commitments seeking to unsettle anthropocentrism, heterosexism, and other oppressive views of human-environment relationships?
  • In what ways can queer educators trouble the categories of “human,” “non- human,” and “nature” in ways that promote the enactment of more just, caring, and diverse multi-species communities and societies?
  • What are the various tensions surrounding gender and sexuality within environmental education scholarship and practice? What new paths might we seek in addressing these tensions?
  • In what curricular “spaces” do environmental educators apply, practice, or perform queer pedagogies?
  • What are the challenges and possibilities for emphasizing queerness in the various existing or established educational frameworks addressing human- animal-nature concerns (e.g., humane education, conservation education, education for sustainability/sustainable development, outdoor education, environmental education)?

Authors interested in submitting an abstract for consideration need not limit themselves to the questions and topics provided above. A wide range of possibilities are welcome.

Submission Guidelines:

Interested authors are asked to submit chapter titles, abstracts (~500 words in length), and a list of full references to the editor by December 31, 2017. Once decisions are made, accepted authors will be required to send a brief outline of their chapter with major headings in order to prepare the final book proposal, which will be sent to Springer Publishing for review.

Editor Contact:

Joshua Russell
Canisius College
Department of Animal Behavior, Ecology, & Conservation 2001 Main Street
Buffalo, New York 14208


Download the call – Queer-Ecopedagogy-CFP


Environmental Education Research | Call for Proposals for a Special Issue

New Materialisms and Environmental Education

Guest editors: David A.G. Clarke, University of Edinburgh & Jamie Mcphie, University of Cumbria

The purpose of this Special Issue is to:

  • acknowledge the emergence of new materialisms in environmental education research and articulate the potential significance of new materialisms for debates in environmental education research, policy, and practice;
  • to encourage engagement with debates concerning materiality and ontology occurring in the broader theoretical and research landscape;
  • to consider what might arise in the coming together of new materialist theories and the hopes, intentions and purposes of the field of environmental education and environmental education practitioners and scholars.

Key date for CFP, Proposal Guidelines and Submission Timeline – July 7, 2017


Overview of the Special Issue 

In New Materialisms: Ontology, Agency & Politics, Coole and Frost (2010) argue that contemporary environmental, economic, geopolitical, and technological developments require novel articulations of nature, agency, and social and political relationships, and that means of inquiry that privilege consciousness and subjectivity are not sufficient for the task.

New materialisms, a term that covers diverse theories, generally posit that the social sciences in the last several decades have paid particular attention to subjectivity at the expense of considering matter due to a perceived inaccessibility of the material world. New materialist theories attempt to take up the ostensibly neglected philosophy of matter by finding new means to express the ways in which the world relates to itself. New materialisms, for example, ask questions about what agency is and where it is located; the relationship between matter and discourse; the axiomatic distinctions between what is ‘natural’ and what is human or human derived; as well as the possibilities of expanding the concept of ‘life’ beyond the solely organic, as in Jane Bennett’s (2009) vibrant materialism and materially informed contemporary animism (Harvey, 2013).

The notion of troubling established dualisms, particularly nature/culture, will appear familiar to environmental education theorists. For instance, there may be a general troubling of the concepts that are often taken, ontologically, as relatively stable in developing policy, theory and research approaches. However, new materialisms attempt to move past negative critique of dualisms, essentialism and transcendence to posit new ways of envisioning reality and matter, often as vibrant, animate, creative, immanent and connectable and conceivable in new ways. This move often calls for attention to metaphysics, with theorists articulating forms of protean monism, speculative and agential realisms and ontologies of becoming (e.g. Barad, 2007; Bryant, Srnicek & Harman, 2011; Connolly, 2013).

However, the taking up of new materialisms is not merely a retreat into obscure philosophy. The diverse and divergent theoretical approaches that may be called new materialist often seek to explore the political effects of problematising the matter of fact ways in which we think of the world; troubling our pregiven ontologies. This process of critically considering established assumptions, modes of thought and methods of inquiry against ‘new’ theory has been characterized as an essential task in the face of driving ethical imperatives related to social and environmental justice and the commodification of research methods (St Pierre, Jackson & Mazzei, 2016).

Subsequently, new materialist theory has been identified as an emerging ‘route’ for environmental education. In Environmental Education Research, for instance Van Poeck and Lysgaard (2016, p.314) articulate how, amongst other approaches, claims of new materialists to operate beyond the strictly discursive may ‘offer relevant and inspiring ideas, concepts, frameworks and findings to ESE policy research as well as the broader field of educational research’. Concurrently the new materialisms have been characterised as a new ‘movement of thought’ for outdoor environmental education research (Gough, 2016) as well as a theoretical area that might hold potential for interrogating various ‘absences and silences’ within environmental education research (Payne, 2016).

We see an emerging focus on the new materialisms in environmental education scholarship, putting diverse theory to work in consideration of prevailing educational practices and research (e.g.: Adsit-Morris, 2017; Clarke, 2017; Clarke & Mcphie, 2014, 2016; Gannon, 2017; Lynch & Mannion, 2016; Lysgaard & Fjeldsted, 2015; Malone, 2016; Mannion, Fenwick & Lynch, 2013; Mcphie & Clarke, 2015; McKenzie & Bieler, 2016; Rautio, 2014; Ross & Mannion, 2012; Sonu & Snaza, 2015). This Special Issue will take up some of the themes explored by these authors and encourage new work that focuses on the potential of new materialisms and materially informed research approaches for contributing to discussions of theory and research in environmental education.


Proposal Guidelines

We are aware of the broad perspectives within the new materialisms and see this Special Issue as appealing to diverse approaches and theory. It provides an opportunity to discuss the relevance of new materialisms to environmental education research and practice nd to begin to articulate what environmental education inquiry and theory may in turn contribute to materially concerned thought in broader educational fields and beyond. Thus through this Special Issue, we hope to encourage engagement with these stimulating theories and that the SI acts as a confluence and catalyst for discussion and the further seeking of critical and ethical approaches to research and practice in environmental education.

At this stage we are seeking proposals of up to 1000 words, plus references. We encourage contributions from scholars working within and/or beyond the field of environmental education.

Full manuscripts should critically engage with new materialist theory as well as literature in the field of environmental education and may be theoretical, methodological and/or practical and, indeed, may seek to transgress/dissolve these distinctions.

Final manuscripts should be a maximum of 6,000 words, excluding references.

Possible topical areas of focus for this Special Issue include:

  • The application of new materialist theories to cases, contexts and policy within environmental education;
  • The diversity of new materialist theory, and the implications of different approaches in new materialisms to and/or from environmental education debates;
  • Engagement with debates at the intersection of new materialisms and critical environmental education research. E.g. place-based research, Indigenous methodologies and/or ‘post-qualitative research/new empiricisms’;
  • The commonalities and incommensurabilities of new materialisms with gender, race, Indigenous, post-colonial, and decolonizing perspectives in environmental education practice/research;
  • The position of various new materialisms for conceptualising a distinct environment, nature, sustainability, or the subjects/objects (learner/educator/animal/plant/stone) of environmental education given various new materialist theories;
  • Critiques of new materialisms and discussions of the nature of critique in environmental education scholarship given new materialist perspectives (e.g. Latour, 2004);
  • Historical context and ‘newness’ of the new materialisms in relation to environmental and sustainability education theory and research;
  • The ‘environmental’ and / or ‘educational’ ethics of new materialisms, including in relation to the point, purpose and practice of environmental education;
  • New materialisms as environmental pedagogy.


Again transgression of topic areas are welcome. For more supplementary information on these areas and the Special Issue generally, visit:

Accepted proposals will be those that:

  • show potential to make a significant contribution to the literature;
  • have appropriate focus and content;
  • have coherent research approaches and conclusions or implications; and
  • can be understood by an international audience.

Additional factors to be considered in the acceptance of proposals will be geographical, epistemological, and role diversity across the special issue as a whole.

Consult the following for the aims and scope of the journal, and guidelines for manuscript preparation:

The reference style is Chicago:


Submission Timeline

July 7, 2017                         1000 word proposals due

August 7, 2017                    Invitations for submission of full papers

February 7, 2018                Full manuscripts due

May 7, 2018                         Reviews of manuscripts returned

August 1, 2018                    Final manuscripts due – notification of final acceptance to issue

October, 2018                      Tentative publication date


Submission Details

Send your proposal to David Clarke at and Jamie Mcphie at by July 7 2017. Please contact us with any questions.



Adsit-Morris, C. (2017). Restorying Environmental Education. Palgrave Macmillan. London.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.

Bennett, J. (2009). Vibrant matter: A political ecology of things. Duke University Press.

Bryant, L., Srnicek, N., & Harman, G. (2011). The speculative turn: Continental materialism and realism. re. press.

Clarke, D. A. G. (2017). Educating beyond the cultural and the natural: (re)framing the limits of the possible in environmental education. In: K. Malone, S. Truong, & T. Gray ed. (2017). Reimagining Sustainability Education in Precarious Times. Springer, London.

Clarke, D. A. G., & Mcphie, J. (2014). Becoming animate in education: immanent materiality and outdoor learning for sustainability. Journal of Adventure Education & Outdoor Learning, 14(3), 198-216

Clarke, D. A. G., & Mcphie, J. (2016). From places to paths: Learning for Sustainability, teacher education and a philosophy of becoming. Environmental Education Research, 22(7), 1002-1024.

Connolly, W. E. (2013). The ‘new materialism’ and the fragility of things. Millennium-Journal of International Studies, 41(3), 399-412.

Coole, D., & Frost, S. (Eds.). (2010). New materialisms. Duke University Press Books.

Gannon, S. (2015). Saving squawk? Animal and human entanglement at the edge of the lagoon. Environmental Education Research, 23(1), 91-110.

Gough, N. (2016). Postparadigmatic materialisms: A “new movement of thought” for outdoor environmental education research?. Journal of Outdoor and Environmental Education, 19(2), 51.

Harvey, G. (2014). The handbook of contemporary animism. Routledge.

Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical inquiry, 30(2), 225-248.

Lynch, J., & Mannion, G. (2016). Enacting a place-responsive research methodology: walking interviews with educators. Journal of Adventure Education and Outdoor Learning, 16(4), 330-345.

Lysgaard, J.A., & Fjeldsted, K.L (2015) Education between discourse and matter. In: P. Kemp (ed.) Nature in Education. LIT Verlag Dr. Wilhelm Hopf.

Malone, K. (2016). Theorizing a child–dog encounter in the slums of La Paz using post-humanistic approaches in order to disrupt universalisms in current ‘child in nature’ debates. Children’s Geographies, 14(4), 390-407.

Mannion, G., Fenwick, A., & Lynch, J. (2013). Place-responsive pedagogy: Learning from teachers’ experiences of excursions in nature. Environmental Education Research, 19(6), 792-809.

McKenzie, M., & Bieler, A. (2016). Critical education and sociomaterial practice: Narration, place, and the social. New York: Peter Lang Publishing.

Mcphie, J., & Clarke, D. A. G. (2015). A Walk in the Park: Considering Practice for Outdoor Environmental Education Through an Immanent Take on the Material Turn. The Journal of Environmental Education, 46(4), 230-250.

Payne, P. G. (2016). What next? Post-critical materialisms in environmental education. The Journal of Environmental Education, 47(2), 169-178.

Rautio, P. (2014). Mingling and imitating in producing spaces for knowing and being: Insights from a Finnish study of child–matter intra-action. Childhood, 21(4), 461-474.

Ross, H., & Mannion, G. (2012). Curriculum making as the enactment of dwelling in places. Studies in Philosophy and Education, 31(3), 303-313.

Sonu, D., & Snaza, N. (2015). The Fragility of Ecological Pedagogy: Elementary Social Studies Standards and Possibilities of New Materialism. Journal of Curriculum and Pedagogy, 12(3), 258-277.

St. Pierre, E. A., Jackson, A. Y., & Mazzei, L. A. (2016). New empiricisms and new materialisms: conditions for new inquiry. Cultural Studies ↔Critical Methodologies. 16(2), 99-110.

Van Poeck, K., & Lysgaard, J. (2016). Editorial. The roots and routes of Environmental and Sustainability Education policy research. Environmental Education Research. 22(3), 305-318.

Reminder – WEEC 2017 Call for Abstracts

Reminder – WEEC 2017 Call for Abstracts – due 30 April

Want to submit an abstract on a research project or perspective on one of the congress themes? Please visit to find out how.

If you select the strand, “Perspectives, Challenges and Innovation in Research”, presenters and participants are encouraged to share, reflect on and discuss the(ir) researching of environmental and sustainability education. A critical review of the research’s focus, design and outcomes – what has worked, what has not, on what grounds, and with what implications for the field of ESE research – is strongly encouraged.

Look out for special WEEC research-focused events too in and around the congress in Vancouver, or even propose your own to the event organisers … current listings on the WEEC website include the Research Symposium on 11 September, and “Walking the City: Interactions of Theory, People and Place” (14–15 September).

Please share this invitation with colleagues, and check out the WEEC website for more information, or for additional information, please visit

Alan Reid & Nicole Ardoin (strand organisers)

Environmental Education Research | Call for Proposals for a Special Issue

Critical Investigations of the Research-Policy Relationship in Environmental and Sustainability Education

The purpose of this Special Issue is to draw and build upon:

  • the growing interest in policy and policy research within the environmental and sustainability education (ESE) research field;
  • the increasing body of work on the research-policy relationship in fields beyond ESE;
  • the need to bring these two developments into conversation and debate, against the backdrop of developments in monitoring and evaluation aims in international ESE policy.

Read the full call at the link:

Source: Environmental Education Research | Call for Proposals for a Special Issue: | Explore Taylor & Francis Online

“Critical Investigations of the Research-Policy Relationship in Environmental and Sustainability Education”

The latest call for proposals for the journal:

“Critical Investigations of the Research-Policy Relationship in Environmental and Sustainability Education”

Guest editors: Mark Rickinson, Monash University & Marcia McKenzie, University of Saskatchewan

The purpose of this Special Issue is to draw and build upon:

• the growing interest in policy and policy research within the environmental and sustainability education (ESE) research field;

• the increasing body of work on the research-policy relationship in fields beyond ESE;

• the need to bring these two developments into conversation and debate, against the backdrop of developments in monitoring and evaluation aims in international ESE policy.

Key date for CFP, Proposal Guidelines and Submission Timeline – May 15, 2017

Full details in the attachment.


Environmental Education Research in 2017

Dear Colleagues

In this start of year message, we provide a few further updates on the journal from 2016, and going into 2017:

About the Journal

Over the last few years, the journal has made good use of social media to keep readers and contributors abreast of the work in this field. If this is your thing too, you can find us via #eerjournal, @eerjournal, and

Please note we also invite authors to submit social media ready material with their manuscripts, e.g. to share via the publisher’s social media and other media tools. Other innovations in this online space include the possibility of video abstracts. Details via the above links, and at

To find out more about the journal’s board structure, reviewer guidance, and the various purposes and formats for manuscripts that can be submitted to the journal, please visit These are reviewed every 3 years; if you have any feedback on the latest versions, please direct that to the editorial office in the first instance.

Journal measures

The Journal’s Impact Factor rose again in 2016, to 1.374, as did the SNIP, to 1.692. This keeps the journal firmly in the top quarter (Q1) of ISI journals in Education and Education Research, and actually, near to the top 10% of the CiteScore ranking in Education. Information about which articles are being read, and those which are cited that lead to such outcomes, can be found at and

As we’ve noted before, perhaps it is little surprise that the highest impacts and rankings in education and education research continue to come from publishing “critical, integrative reviews of research literature bearing on education, including conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research.” {}

Issues, special issues, and virtual special issues

2017 will see the journal grow again to 10 issues a year. While online publication following acceptance, copy editing and formatting is usually very rapid, this ‘growth’ will again help us clear the considerable backlog of articles waiting to print in hard copy as well as create more space for special issues. (For the latest standard articles, see, while for general notes about SIs, see

2017 brings the publication of a special issue on examples, trends and challenges for environmental education and its research in Brazil, and we hope, some of those from recent calls for papers, e.g. related to botanic gardens, early childhood education, and studies in the Benelux region. As usual, our thanks go to the guest editors of these special issues for their work and leadership in pulling together these contributions to the field, and those working on the next clutch of SIs.


The editorial office now receives a submission equating to at least one paper every day of the working week. Time from submission to first decision has also dropped, last year it was to around 33 days (i.e. 5-6 weeks) – our particular thanks go to the editorial board and referees for enabling this to happen, as well as to those authors who have responded to the requests for feedback on the ‘quality of experience’ with the journal, which also shows marked improvement.

Regarding submissions, please note we continue to screen submissions so as not to bog down board members and referees with unnecessary or unsatisfying work. At risk of repeating the usual nostrums, problems with (a) addressing the aims and scope of the journal, (b) showing familiarity with both the literature and the trends and issues of the field, and crucially how a paper advances on those (e.g. theoretically, empirically, methodologically, etc.), and (c) the manuscript’s readiness for review (including using journal templates and being carefully proof read prior to submission), are the most typical reasons papers have struggled in the refereeing process.

Please also note that most articles typically requiring 2-3 rounds of reviewing as a minimum, sometimes less if good use is made of feedback from colleagues before submission or re-review, and professional editing services (such as those provided by the publisher, As ever we remain indebted to referees and the editorial board for sustaining such a high level of professional service and collegiality in responding to the requests of the editorial office.

Preparing for 2017

Each year, mindful of the need to reduce the volume of work and service refereeing involves, we strongly encourage authors to submit the best paper they can, consulting the guidance on the website, recently published articles and their critical friends before submitting, while in relation to requests for revisions, we particularly welcome concise and collegial commentaries on changes made to articles when resubmitting. For further advice, see

As 2017 gets underway, we are also always grateful if records are updated as to your usual and evolving areas of interest, alongside any changes in contact details, affiliations and emails, alongside availability to act as a reviewer during the coming twelve months. Please log in via to make these changes. We invite particular attention to the accuracy and scope of keywords indicating your expertise and interests, as these are relied upon in the reviewer selection process.

Should you feel unable to continue as an active member of the refereeing pool, please delete your account or contact the editorial office via In general, Claire Drake is the primary point of contact for the editorial office, via

One final point for the first half of 2017, Alan will be on sabbatical, so some of the chief editing duties will be shared with one of our associate editors, Justin Dillon. Alan and Justin have recently completed editing the Major Works of Environmental Education (, something else you might want to dip into in 2017 …

Finally, we always look forward to receiving submissions in line with the aims and scope of the journal, including in the newer formats. As a reminder, details can be found at and

On behalf of the editorial board, we thank you once again for your continuing support and contributions to the journal, and to end on a personal note, we wish you a very happy and productive New Year.

All good wishes,

Alan & Claire

Editorial Office, Environmental Education Research