Using action research to enhance learning on end-use energy demand: lessons from reflective practice

Using action research to enhance learning on end-use energy demand: lessons from reflective practice

  • article in the current issue

Saska Petrova, Miguel Torres Garcia & Stefan Bouzarovski

Pages: 812-831 | DOI: 10.1080/13504622.2016.1144177


This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among households and businesses. The paper scrutinizes a series of teaching and assessment activities within this domain, undertaken during 6 consecutive academic years – between 2008 and 2013 – within a third-level undergraduate course unit at the University of Birmingham in the United Kingdom. Using questionnaire surveys, assessed projects and interviews with the students, we have found evidence to suggest that the action research projects contributed to the emergence of constructive alignment in the entire teaching process, while opening the space for informal action learning ‘sets’ leading to the generation of new problem-solving skills useful in the job market.

Keywords: energy, geography, action research, active learning, employability


Weekend viewing – “eeLEARN is a series of online learning modules exploring the foundations of environmental education”

One of their video resources offers a range of perspectives on #enviroed from around the world.

Q. How would you introduce #enviroed to someone unfamiliar with its aims and scope?

Find out more about eeLEARN at

Good news Friday – the numbers are in, and now out!

We are delighted to report an increase on 2015’s Impact Factor for Environmental Education Research, a healthy rise from 1.374 to 1.709.
While the ranking is the same as last year (51/230), a glance over recent years will show the journal continues to hover around the top 50 mark in the JCR rankings for Education & Educational Research. That the IF has had to increase substantially to maintain a solid result in Q1 is fine testament to two things:
– the interest, support and citations of work in Environmental Education Research offered by the research community in Education & Educational Research, as well as our other subject category, Environmental Studies
– no loss of momentum in that, even though we are now publishing 2 more issues per year than for 2015.
On behalf of the editorial board and publishing team, I’d like to express our appreciation to the authors, referees, reviewers, copy editors and readers of the work in the journal that leads to such scores. We wouldn’t be there without you!
So perhaps we can all have a weekend off to celebrate! 😉

Help support Thesis Thursdays

Please visit: to access the new streamlined template.
If you’ve just finished your doctorate researching #enviroed, or know someone who has, or want others in this research community to know about that, this feature of the journal may be the tool for you …

  • Please note, this is not a dissertation abstract recirculation, as with online commercial or institutional thesis databases – fresh writing, reframing and rejigging are expected as per the guidelines and editing expectations. *

Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice

Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice

  • New EER Article Alert

Pernilla Andersson Pages: 1-15 | DOI: 10.1080/13504622.2017.1320704


This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals.

Keywords: Discourse analysis, dislocation, logics, subjectification, environment and sustainability education, classroom observations, Practical Epistemology Analysis


Reminder: WEEC Research Symposium 2017

This collaborative venture takes place on Monday 11th September in Vancouver, during the community outreach event slot in the program at WEEC. Further details will be posted at the link in due course; registration is vital for participation; see:

The day will include plenary panels in the morning and afternoon, alongside participatory dialogues and a strategy workshop. The first half of the day will focus on trajectories of environmental education, through presentations and discussion that probe why the field of environmental education has become what it is, and where might it be heading. The second half of the day will focus on priorities for environmental education, through presentations and discussion that probe how to increase the contributions of research, policy, and strategy in advancing environmental education.

Short and provocative position papers from invited speakers will be pre‐circulated on the event themes. Registrants will be expected to have read the short position papers and come prepared to discuss them with their authors and other attendees.