Start the week with a reflection on environmental education research

Longstanding journal board member, Connie Russell, was the recipient of NAAEE’s research award in 2017. She has kindly compiled her comments from the webcast about this as part of the 2017 NAAEE research symposium.

You can find out about the award and hear from Connie via the video recording, and read her comments at the attached link to the eePRO site from NAAEE. The eePRO page includes additional links to her contributions to the webinar, and her editorial in the Canadian Journal of Environmental Education which provides a broader discussion. Copies of the links are also added below.

Once more, many congratulations Connie, and thank you for your thoughts and reflections, and all your outstanding contributions to research in #enviroed.





Thinking with broken glass: making pedagogical spaces of enchantment in the city

Thinking with broken glass: making pedagogical spaces of enchantment in the city
– New EER Article Alert
Noora Pyyry
Pages: 1-11 | DOI: 10.1080/13504622.2017.1325448

In this paper, I explore thinking that happens in children’s meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in intra -active play with things and spaces. I argue that this mode of being joyfully engaged with one’s surroundings is key to what Jane Bennett (2001) calls enchantment. This experience can be described as a sudden moment of wonder-at-the-world: it is an inspiring event, of being moved by something. It is a disruption that can open up new reflection. Because enchantment is highly affectual, it deepens one’s engagement with the world: it fosters dwelling with. By this, I refer to making a home for oneself in the world, with the world. I approach this engagement and thinking with an acknowledgement of the capacity of the material and non-human world to provoke effects in human bodies: things and spaces thus take part in meaningful everyday encounters that make dwelling with possible. This more-than-human understanding allows for alternative ways of conceptualizing learning. Clean-cut categorizations such as ‘learner’, ‘urban’, ‘nature’, and so on become problematic, and learning is re-conceptualized as an ongoing, non-linear and rhizomatic event in which knowing and being are always tied together. While playing, children are open to the unexpected: they are dwelling with the city and take part in creating new pedagogical spaces of enchantment.
Keywords: Dwelling, enchantment, learning, non-representational theory, play, urban space

Young children’s perceptions of environmental sustainability: a Maltese perspective

Young children’s perceptions of environmental sustainability: a Maltese perspective
– thesis summary
Jane Spiteri
Pages: 1-1 | DOI: 10.1080/13504622.2017.1383361

Keywords: Environmental sustainability, early childhood, perception, family, school

Identifying effective climate change education strategies: a systematic review of the research

Identifying effective climate change education strategies: a systematic review of the research
– New EER Article Alert
Martha C. Monroe, Richard R. Plate, Annie Oxarart, Alison Bowers & Willandia A. Chaves
Pages: 1-22 | DOI: 10.1080/13504622.2017.1360842

Increased interest in climate change education and the growing recognition of the challenges inherent to addressing this issue create an opportunity to conduct a systematic review to understand what research can contribute to our ideas about effective climate change education. An academic database, EBSCOhost, was used to identify 959 unique citation records addressing climate change education. Of these, 49 sources met the criteria of focusing on assessment of climate change education interventions. Analysis of these sources examined the intervention purpose, assessment methodology, and identified strategies that might result in effective interventions. Two themes were identified that are common to most environmental education: (1) focusing on personally relevant and meaningful information and (2) using active and engaging teaching methods. Four themes specific to issues such as climate change were also generated: (1) engaging in deliberative discussions, (2) interacting with scientists, (3) addressing misconceptions, and (4) implementing school or community projects. Suggestions for addressing controversial topics like climate change are offered.
Keywords: Climate change, environmental education, systematic review

How to promote conservation behaviours: the combined role of environmental education and commitment

How to promote conservation behaviours: the combined role of environmental education and commitment
– article in current issue
Raquel Barata , Paula Castro & Maria Amélia Martins-Loução
Pages: 1322-1334 | DOI: 10.1080/13504622.2016.1219317

This study tested the influence of both environmental education (EE) and commitment interventions among teenagers for promoting energy and water conservation at home. Conservation behaviours were measured in two ways – directly and through questionnaires – prior to and after the interventions. Results indicate (1) EE participants may have saved more energy than non-participants and (2) those signing a public commitment saved more energy and water than those who did not. Results from the questionnaire measures demonstrated the importance of EE for promoting ecological self-identity and a personal norm for energy conservation. Based on these results the use of commitment interventions in EE initiatives for promoting conservation behaviours among teenagers is proposed.
Keywords: Environmental education, commitment, conservation behaviour, teenagers

Start the week with climate change education and research

Education Day (16 November) at the 2017 UN climate change conference in Bonn (6 – 17 November 2017) sees the public launch of a Virtual Special Issue of the journal, Environmental Education Research, focused on climate change education research.

As a taster of the launch event and a stimulus for engaging with the papers in the Virtual Special Issue, Alan Reid has prepared a series of key questions about climate change education and research, hosted on Visit the link to read the Virtual Special Issue for free.

Running the gamut of why climate change education has emerged, where to look for critical analysis of practice, progress and new directions, and what research and researchers have to offer debates about capacity building, awareness, participation and action strategies discussed at COP23, the papers in the VSI and Alan’s questions are a timely and provocative call to reflection and action about climate change and education.

The launch at COP23 is led by Alan Reid (Editor) and Marcia McKenzie (Associate Editor) from the journal. Guest editors of the Virtual Special Issue, they are also editing a follow-on special collection of new research papers and analysis on climate change education, to be published in Environmental Education Research in 2018.

Join the conversation about the VSI and climate change education! Participate via: (link is external)


Between indigenous and non-indigenous: urban/nature/child pedagogies

Between indigenous and non-indigenous: urban/nature/child pedagogies
– New EER Article Alert
Margaret Somerville & Sandra Hickey
Pages: 1-13 | DOI: 10.1080/13504622.2017.1325451

This co-authored paper offers Aboriginal and non-Aboriginal perspectives on the emergence of urban/nature/child pedagogies in a project to reclaim remnant woodlands. Set in the context of indigenous issues explored in a special edition of the journal on land based education, the paper engages critically with a claim by a group of ecologists, that as urbanisation increases globally indigenous (Lower case indigenous is used to signify indigenous people in a general sense, upper case Indigenous is used for specific Indigenous people. In most cases Aboriginal is used rather than Indigenous for Aboriginal Australians who prefer this to the term Indigenous.) languages and knowledges are being lost in parallel with the loss of species. The paper analyses children’s multimodal images and texts in the book, Because Eco-systems Matter, produced as an outcome of the project. In identifying possibilities for alternative storylines to those of loss and moral failure, the paper concludes that pedagogies incorporating contemporary hybrid Aboriginal forms of language and representation offer all children the possibility of re-imagining a traditional past into a contemporary present/future. In this present/future their learning and actions have the potential to name and change their worlds.
Keywords: Indigenous urban, contemporary hybrid forms, new pedagogies