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.
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.
Department of Animal Behavior, Ecology, & Conservation 2001 Main Street
Buffalo, New York 14208