Religious environmental education? The n

Religious environmental education? The new school curriculum in Indonesia
– article in current issue
Lyn Parker
Pages: 1249-1272 | DOI: 10.1080/13504622.2016.1150425

Keywords: curriculum, Indonesia, religious environmental education, environmental education in Islam, environmental education


Start the week with the Environmental Ed

Start the week with the Environmental Education Research Bulletin

Environmental Education Research Bulletin (EERB) Issue 10 is now available.

The bulletin is a collaborative project with ChangeScale, NAAEE, and the journal’s very own Nicole Ardoin and her team at Stanford University.

Each research bulletin synthesizes and summarizes recently reported research from journals such as Environmental Education Research, focused on issues pertaining to the practice of environmental educators.

Find out more about the latest bulletin at the link:

or visit the companion website from NAAEE, ee360 –

Going back and beyond: children’s learni

Going back and beyond: children’s learning through places
– New EER Article Alert
Claudia Díaz-Díaz
Pages: 1-9 | DOI: 10.1080/13504622.2017.1326019

In 1919, the Canadian province of British Columbia (BC) established the Elementary Correspondence (EC) School to provide formal education for children living in rural areas with difficult access to a school. Through children’s letters, this paper interrogates the concept of place, a key one for placed-based approaches to environmental education. Place-based education has focused on natural and rural environments to engage students in environmental learning, sometimes presenting the desirability of connectedness to nature and the local community with nostalgia and romanticism. Children’s letters suggest that their learning has long been shaped by their places, material and imaginary, and that the EC school was a place as important as nature in children’s learning and schooling. Children’s letters contribute a rich historical perspective that helps to rethink the rural/urban divide into a relationship of mutual constitution of childhood and nature across time and space.
Keywords: Children, place-based education, nature, history, environmental education

Tips on Thursdays – when an idea for an

Tips on Thursdays – when an idea for an #enviroed research article merits book length treatment

To do justice to the originality, depth and elaboration required about some research topics, journal editors may sometimes advise manuscript authors to consider a book length treatment. This is rather than, say, try to squeeze what appears to be every last idea and argument into a journal manuscript, or because a proposed article doesn’t quite match the aims and scope of the journal and another publishing option and outlet may be better suited to authorial intentions.

Over at the journal blog, we’ve posted a list of the research-based book series various board members and contributors to the journal are involved with that look to respond to such publishing needs in the research field. Each series has its own editorial slant, but taken together, it is fair to say they look to publish original material on #enviroed that helps advance the field in various ways.

For example, some look to renew or rethink #enviroed philosophy and practice, others critique or work through alternatives to prevailing viewpoints or paradigms.

At their heart – as our book reviews of examples from such series show – those most successful at surfacing new ideas, positions and challenges for the field, seem to be those which test the worth of ideas proffered by those involved in, for example, the design, architecture and politics of the field and its research. Other notables are those that carefully consider how such ideas, positions and challenges draw critically on as well as speak back to worthwhile intellectual work from neighbouring areas.

Two bottom lines:
1. If you’ve ideas for a book length treatment on an #enviroed research topic, the book series at the link may well be a good place to start.
2. While if you’d like to review books for the journal, please contact our reviews editor, Justin Dillon, to find out what’s involved.

Exploring the essential psychological fa

Exploring the essential psychological factors in fostering hope concerning climate change
Christine Jie Li & Martha C. Monroe
Pages: 1-19 | DOI: 10.1080/13504622.2017.1367916

Hope is an important component that helps engage people in solving problems. Environmental educational resources addressing climate change effectively should ideally nurture hope as well as increase understanding about the issue. However, hopefulness about resolving climate change challenges is a relatively new construct in the literature and little is known about it. To understand the factors that affect hope, we assessed hope using the reasonable person model and hypothesized that students are more likely to be hopeful and work toward solutions if they: (1) are able to make sense of information (model building); (2) perceive there are actions they can take (meaningful action); and (3) believe that society and laypeople have the ability to undertake actions to make a difference (being effective). We surveyed 728 high school students between September 2013 and January 2014 and found that students’ belief of competency (being effective) is a significant and direct path to hope.
Keywords: Hope about climate change, path analysis, reasonable person model, high school students

The connotations of botho philosophy and

The connotations of botho philosophy and its potential contribution towards environmental conservation: the case of Tlokoeng community in Lesotho
– article in current issue
Tšepo Mokuku
Pages: 1230-1248 | DOI: 10.1080/13504622.2016.1160274

This paper explores innovative environmental education strategies to conserve biodiversity in a rural-based context, in Lesotho. A case study approach was employed to investigate the community’s conception of botho philosophy and how it might promote nature conservation. Focus Group Interviews were conducted with 105 participants. The responses were analyzed to determine the community’s emerging definition and conception of botho. The findings indicate features of botho that parallel the ones that are found in the literature. In addition, botho was described metaphysically as a holistic spiritualised worldview that is concerned with a harmonious co-existence with others, nature and the Creator and empirically, in terms of moral attributes that foster co-existence within the socio-economic and natural systems. It is illustrated that botho can contribute towards environmental education discourse and nature conservation and thus diversify the pre-dominantly Euro-centric knowledge landscape in Lesotho.
Keywords: botho philosophy, knowledge diversity, indigenous knowledge, nature conservation, environmental education

Start the week with a video abstract

We are delighted that Hanna has prepared a video abstract to go with her study with David, which you can view here and are welcome to share.

You can find out more about the study by following the link at the foot of this message, requesting a copy of the eprint or contacting the authors via

To find out more about video abstracts in Environmental Education Research, see Video

Human-material relationships in environmental and sustainability education – an empirical study of a school embroidery project

  • New EER Article Alert

Hanna Hofverberg & David O. Kronlid

Pages: 1-14 | DOI: 10.1080/13504622.2017.1358805


In recent discussions about the widening and opening up of anthropocentric perspectives in environmental and sustainability education (ESE) research, a recurrent issue has been what reasonably could be a subject of inquiry and an agent of knowledge. This article aims to showcase an empirical study of the relevance of human-material relationships in crafting learning processes by following an embroidery project with year 8 students in the Swedish craft subject of educational sloyd. How the human-material correspondence unfolds in the crafting learning process is analysed with the aid of Ingold’s practice of correspondence and Sørensen’s notion of participation, performance and imagination. Rather than assuming that materials contribute to certain environmental and sustainability aims, the analysis empirically demonstrates how the human-material correspondence unfolds. The analysis identifies three human-material relationships: attuning, troubling and tracing correspondence. Drawing on the findings, the human-material relevance for environmental and sustainability education and research is further discussed.

Keywords: Environmental and sustainability education, human-material relationship, practice of correspondence, learning crafting, embroidery thread