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


Tips on Thursdays – mashup a thesis summary with a video abstract

If you want people to know about your doctoral research, our one page thesis summary is a great way to share that with the research community, have a publication in the journal, and provide a link to the full thesis.

Another way to boost your profile in the research community is to release a video abstract to go with your thesis summary. It is a great way to communicate your passion for your doctoral work, and for the research community to see the person behind the project or summary.

Who knows, it may even lead to some inquiries that lead to:

  • requests to submit job applications,

  • invitations to do seminars or workshops, or

  • other collaborative activities from those interested in your work.

Find out more about both at:

Tips on Thursdays – writing review articles

How do you approach writing a review article, and what do you need to consider?

Some tips from the publishers … and a reminder from the editorial board – these are consistently the most cited and most read papers we publish.

Start the week with “Overcoming impostor syndrome”

Our publishers have a podcast series to support research careers; the latest entry tackles:

“What is impostor syndrome? Why is it a hotly discussed topic in academia? What steps can you take to overcome it?”

Access the podcast and past episodes (e.g. on academic mentoring) via the links:

End the week by considering one step further … does your article suit a cartoon abstract?

Cartoon Abstracts are a fun new way of visualising academic research.

Each individual cartoon abstract summarises the original authors’ work through illustration, harnessing the overwhelming power of images over text. Illustrations can aid the understanding of difficult concepts, broaden the appeal of niche topics, and transcend language barriers. Elements of humour, intrigue, and parody can be found throughout many of the cartoons, which further increases audience engagement.

If you’d like to try one with Environmental Education Research, see the tips and options at:

To turn your abstract graphic, get in touch via

  • We look forward to publishing our first in due course!

Tips on Thursdays – video abstracts

This week’s push at the journal is on developing video abstracts, as with Hanna’s example posted on Wednesday. View the video abstract at:

There’s more detail on this at the journal blog:

Hanna’s top tips include keeping it simple, expecting it take time for a polished result, and using software that your institution supports, or something high quality on a free trial mode if this likely to be a one off or rare activity for you.

Don’t forget last Friday’s posting too about the value of a press release – one that incorporates a high quality, sharable short video gains a lot more traction than one that is text only.

PS If you have a paper soon to be published in the journal and would like to offer a video abstract with it, do get in touch with our social media editor, Jonas Lysgaard.

We are also keen to do author interviews, and clips on journal-related research – like those from ECER and other events in recent years – see