This paper materialises the affective emergence of watery assemblages between sea, shark, swimming and British-Bangladeshi Muslim schoolgirls of my PhD research. Watery assemblages pushed further my participant’s lived experiences into another layer of ‘force field of differentiation’ (Alaimo, Bodily natures: Science, environment, and the material self. Bloomington: Indiana University Press, 2010, p. 14) where stories, flesh and sea became no longer discrete, where the ground is not solid but watery, the movement is not walking or speaking but swimming and the body is not just human but human-animal. Watery assemblages enabled the fluid and affective entanglements with complex and thick experiences of gender and racial harassment. Entangling with images and stories I explore how the affective and material agency of sea, swimming and shark as concept and a performative multiplicity (Protevi, Life, war, earth: Deleuze and the sciences. Minneapolis, MN: University of Minnesota Press, 2013) works as praxis and provocations for thinkings and doings.
{"title":"Watery assemblages: the affective and material swimming-becomings of a Muslim girl’s queer body with nature","authors":"S. Zarabadi","doi":"10.1017/aee.2022.39","DOIUrl":"https://doi.org/10.1017/aee.2022.39","url":null,"abstract":"\u0000 This paper materialises the affective emergence of watery assemblages between sea, shark, swimming and British-Bangladeshi Muslim schoolgirls of my PhD research. Watery assemblages pushed further my participant’s lived experiences into another layer of ‘force field of differentiation’ (Alaimo, Bodily natures: Science, environment, and the material self. Bloomington: Indiana University Press, 2010, p. 14) where stories, flesh and sea became no longer discrete, where the ground is not solid but watery, the movement is not walking or speaking but swimming and the body is not just human but human-animal. Watery assemblages enabled the fluid and affective entanglements with complex and thick experiences of gender and racial harassment. Entangling with images and stories I explore how the affective and material agency of sea, swimming and shark as concept and a performative multiplicity (Protevi, Life, war, earth: Deleuze and the sciences. Minneapolis, MN: University of Minnesota Press, 2013) works as praxis and provocations for thinkings and doings.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"451 - 461"},"PeriodicalIF":1.6,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48980655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper considers experiences of speculative immersion as artists and children map the multilayered sonic ecology of Birrarung Marr, a traditional meeting place for Aboriginal language groups of the Eastern Kulin Nation. We explore how speculative practices of immersion shaped the mapping of precolonial, contemporary, and future soundscapes of Birrarung Marr, and the ceremonial burial of these sonic cartographies for future listeners. Bringing together Indigenous and non-Indigenous concepts of immersion in mutually respectful and purposeful conversation, we work to re-theorise immersive experience as a process of ecological multiplicity and affective resonance, rather than one of phenomenological containment. By approaching immersion as both a concept and a sensation that ruptures the boundary between body and environment, we follow how immersion ‘drifts’ across porous thresholds of sensing, thinking, dreaming, making, and knowing in situated environmental education contexts. In doing so, the paper stresses the importance of speculative immersive experience in cultivating liveable urban futures under conditions of climate change, and responds to the need for new understandings of immersion that take more-than-human ecologies of experience into account.
{"title":"Listening for futures along Birrarung Marr: speculative immersive experience in environmental education","authors":"David Rousell, Andreia Peñaloza-Caicedo","doi":"10.1017/aee.2022.34","DOIUrl":"https://doi.org/10.1017/aee.2022.34","url":null,"abstract":"Abstract This paper considers experiences of speculative immersion as artists and children map the multilayered sonic ecology of Birrarung Marr, a traditional meeting place for Aboriginal language groups of the Eastern Kulin Nation. We explore how speculative practices of immersion shaped the mapping of precolonial, contemporary, and future soundscapes of Birrarung Marr, and the ceremonial burial of these sonic cartographies for future listeners. Bringing together Indigenous and non-Indigenous concepts of immersion in mutually respectful and purposeful conversation, we work to re-theorise immersive experience as a process of ecological multiplicity and affective resonance, rather than one of phenomenological containment. By approaching immersion as both a concept and a sensation that ruptures the boundary between body and environment, we follow how immersion ‘drifts’ across porous thresholds of sensing, thinking, dreaming, making, and knowing in situated environmental education contexts. In doing so, the paper stresses the importance of speculative immersive experience in cultivating liveable urban futures under conditions of climate change, and responds to the need for new understandings of immersion that take more-than-human ecologies of experience into account.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"431 - 450"},"PeriodicalIF":1.6,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49670217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Environmental and sustainability education in teacher education: Canadian perspectives - Douglas D. Karrow and Maurice DiGiuseppe, Canada: Springer Nature Switzerland AG 2019.","authors":"Kathryn Riley","doi":"10.1017/aee.2022.36","DOIUrl":"https://doi.org/10.1017/aee.2022.36","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43171333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this paper, we draw on the ontology and epistemology of the local Kasena ethnic group in Northern Ghana to explore Early Childhood Environmental Education. The study, taking place in Boania Primary School, drew on the concept of two-eyed seeing, where both western and Indigenous epistemologies and ontologies were taught. In this way, Indigenous Ecological Knowledge was integrated into the Early Childhood Environmental Education programme for the Kindergarten two classroom environmental studies topics. Two Indigenous Elders led the integration of local knowledge into environmental studies topics by visiting the school to teach the children through taking them outdoors for learning activities. After this, in-depth interviews were held with the teacher, Indigenous Elders, and nine children regarding their experiences. The purpose of the study was to explore how Indigenous Ecological Knowledges can help instil in children positive environmental attitudes and values, while also connecting them to nature and offering them a more relational understanding of human to nature relationships. Based on the Indigenous cultural framework of respect, reciprocity, and responsibility towards nature, the findings show that the integration of Indigenous Ecological Knowledge into environmental education has the potential to improve our relationships with the environment.
{"title":"Connecting children to nature through the integration of Indigenous Ecological Knowledge into Early Childhood Environmental Education","authors":"J. Acharibasam, J. McVittie","doi":"10.1017/aee.2022.37","DOIUrl":"https://doi.org/10.1017/aee.2022.37","url":null,"abstract":"Abstract In this paper, we draw on the ontology and epistemology of the local Kasena ethnic group in Northern Ghana to explore Early Childhood Environmental Education. The study, taking place in Boania Primary School, drew on the concept of two-eyed seeing, where both western and Indigenous epistemologies and ontologies were taught. In this way, Indigenous Ecological Knowledge was integrated into the Early Childhood Environmental Education programme for the Kindergarten two classroom environmental studies topics. Two Indigenous Elders led the integration of local knowledge into environmental studies topics by visiting the school to teach the children through taking them outdoors for learning activities. After this, in-depth interviews were held with the teacher, Indigenous Elders, and nine children regarding their experiences. The purpose of the study was to explore how Indigenous Ecological Knowledges can help instil in children positive environmental attitudes and values, while also connecting them to nature and offering them a more relational understanding of human to nature relationships. Based on the Indigenous cultural framework of respect, reciprocity, and responsibility towards nature, the findings show that the integration of Indigenous Ecological Knowledge into environmental education has the potential to improve our relationships with the environment.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"349 - 361"},"PeriodicalIF":1.6,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48414917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Education and Climate Change: The Role of Universities - Fernando M. Reimers, Switzerland: Springer, 2021","authors":"Suci Indah Putri, Erin Ficrah Huda, Nadratun Nikmah","doi":"10.1017/aee.2022.35","DOIUrl":"https://doi.org/10.1017/aee.2022.35","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42229620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper speculates as to the material consequences of the ecological crisis for the current objectives of the education system in the State of Victoria. Drawing upon new materialist thought, it presents a post-qualitative inquiry into the lead author’s experiences as an educator during a 2014 fire event in the Latrobe Valley region of Gippsland, Victoria, Australia, known as the Hazelwood Coal Mine Fire. By engaging in thinking without method it unfolds an argument that a political preference for certain theories has resulted in economic growth becoming a key objective of Victoria’s education system. It explores alternative theoretical perspectives, including the theory that there are limits to growth. This theoretical shift implies that any meaningful response to the ecological crisis will require a transition to a post-growth society. The paper considers the implication of this alternative theory for the current objectives of the education system in the State of Victoria. In so doing, it considers what it might mean if we accepted our response-ability to educate for a post-growth society rather than for a society surrounded by smoke and ash.
{"title":"Education through smoke and ash: thinking without method and the argument for a post-growth education","authors":"R. White, M. Wolfe","doi":"10.1017/aee.2022.33","DOIUrl":"https://doi.org/10.1017/aee.2022.33","url":null,"abstract":"Abstract This paper speculates as to the material consequences of the ecological crisis for the current objectives of the education system in the State of Victoria. Drawing upon new materialist thought, it presents a post-qualitative inquiry into the lead author’s experiences as an educator during a 2014 fire event in the Latrobe Valley region of Gippsland, Victoria, Australia, known as the Hazelwood Coal Mine Fire. By engaging in thinking without method it unfolds an argument that a political preference for certain theories has resulted in economic growth becoming a key objective of Victoria’s education system. It explores alternative theoretical perspectives, including the theory that there are limits to growth. This theoretical shift implies that any meaningful response to the ecological crisis will require a transition to a post-growth society. The paper considers the implication of this alternative theory for the current objectives of the education system in the State of Victoria. In so doing, it considers what it might mean if we accepted our response-ability to educate for a post-growth society rather than for a society surrounded by smoke and ash.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"462 - 475"},"PeriodicalIF":1.6,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Researching early childhood education for sustainability: challenging assumptions and orthodoxies","authors":"Christopher Speldewinde","doi":"10.1017/aee.2022.32","DOIUrl":"https://doi.org/10.1017/aee.2022.32","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"127 - 129"},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44285854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, I call for a cripping of environmental education as a necessary move in shifting away from the field’s current conceptions of disability as defect and deficiency, and towards disrupting the structures and processes that operate as normalizing technologies within ableism/sanism. Through an examination of the ways that the field of environmental education has/has not engaged critical disability politics, I illuminate how disability is not often included within environmental education literature. When it is, it is often through the use of disability as metaphor or through recommendations for best practices in accommodating disabilities. More often though within environmental education, disability has operated as a hidden curriculum, underpinning much of the field’s curricular, pedagogical, and even philosophical foundations. Through a cripping of the field these compulsory able-bodied/able-minded assumptions are made apparent. I suggest that by centering crip bodies and minds through cripistemologies, we might enable new ways of knowing, being in, connecting to, and understanding the natural world.
{"title":"Cripping environmental education: rethinking disability, nature, and interdependent futures","authors":"J. Schmidt","doi":"10.1017/aee.2022.26","DOIUrl":"https://doi.org/10.1017/aee.2022.26","url":null,"abstract":"\u0000 In this article, I call for a cripping of environmental education as a necessary move in shifting away from the field’s current conceptions of disability as defect and deficiency, and towards disrupting the structures and processes that operate as normalizing technologies within ableism/sanism. Through an examination of the ways that the field of environmental education has/has not engaged critical disability politics, I illuminate how disability is not often included within environmental education literature. When it is, it is often through the use of disability as metaphor or through recommendations for best practices in accommodating disabilities. More often though within environmental education, disability has operated as a hidden curriculum, underpinning much of the field’s curricular, pedagogical, and even philosophical foundations. Through a cripping of the field these compulsory able-bodied/able-minded assumptions are made apparent. I suggest that by centering crip bodies and minds through cripistemologies, we might enable new ways of knowing, being in, connecting to, and understanding the natural world.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cassandra Shruti Sundaraja, D. Hine, E. Thorsteinsson, A. Lykins
Abstract Widespread tropical deforestation and biodiversity loss in Southeast Asia due to the oil palm industry can be addressed by encouraging consumers to purchase sustainable palm oil (SPO). An online experiment was conducted to assess whether addressing barriers relating to education, motivation and product availability would increase purchasing of SPO. Australian adults (n = 628) were randomly assigned to either: (1) a newly developed interactive educational website on palm oil and SPO; (2) an existing educational video on SPO; or (3) an interactive website on differentiating between real and fake news (an attentional control condition). All participants completed pre-intervention and immediate post-intervention measures. Most participants (n = 403) completed follow-up measures two weeks later. Multivariate analysis revealed that the interactive website and educational video increased both knowledge and the intention to purchase SPO (compared to the attentional control), but neither significantly impacted follow-up self-reported SPO purchasing behaviour. Low perceived product availability might help explain the intention–behaviour gap. Our results suggest that, in addition to increasing consumer knowledge and motivation, promoting sustainable consumption requires creating opportunities for people to engage in the desired behaviour.
{"title":"Purchasing products with sustainable palm oil: designing and evaluating an online intervention for Australian consumers","authors":"Cassandra Shruti Sundaraja, D. Hine, E. Thorsteinsson, A. Lykins","doi":"10.1017/aee.2022.27","DOIUrl":"https://doi.org/10.1017/aee.2022.27","url":null,"abstract":"Abstract Widespread tropical deforestation and biodiversity loss in Southeast Asia due to the oil palm industry can be addressed by encouraging consumers to purchase sustainable palm oil (SPO). An online experiment was conducted to assess whether addressing barriers relating to education, motivation and product availability would increase purchasing of SPO. Australian adults (n = 628) were randomly assigned to either: (1) a newly developed interactive educational website on palm oil and SPO; (2) an existing educational video on SPO; or (3) an interactive website on differentiating between real and fake news (an attentional control condition). All participants completed pre-intervention and immediate post-intervention measures. Most participants (n = 403) completed follow-up measures two weeks later. Multivariate analysis revealed that the interactive website and educational video increased both knowledge and the intention to purchase SPO (compared to the attentional control), but neither significantly impacted follow-up self-reported SPO purchasing behaviour. Low perceived product availability might help explain the intention–behaviour gap. Our results suggest that, in addition to increasing consumer knowledge and motivation, promoting sustainable consumption requires creating opportunities for people to engage in the desired behaviour.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"213 - 230"},"PeriodicalIF":1.6,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47777370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Rautio, Riikka Hohti, Tuure Tammi, Henrika Ylirisku
Abstract The paper offers three examples of passionate immersion with strange objects and working with peculiar multispecies assemblages, such as the assemblage of a dove called Romeo and the technology to humidify a greenhouse called ‘Princess’, or the experiment of orienteering in forests for years, accounting for slips, scratches and tumbles as being taught by the forest — and prioritising these over the more commonplace educational narratives. The paper is structured in a nonconventional way in that most space is reserved for reports from these ongoing inquiries. The authors will each discuss how they situate themselves in relation to strangeness in research and how they proceed methodologically, locating their approaches as postqualitative. The questions each example addresses are: What is a strange object? How do we come across them? What do we begin to do/produce with them? The additive orientation described in the research stories is proposed to be an important constituent for new survival knowledge especially relevant for environmental education, addressing environmental problems as wicked, and demanding approaches that reach beyond methodological divides.
{"title":"Multiple worlds and strange objects: environmental education research as an additive practice","authors":"P. Rautio, Riikka Hohti, Tuure Tammi, Henrika Ylirisku","doi":"10.1017/aee.2022.29","DOIUrl":"https://doi.org/10.1017/aee.2022.29","url":null,"abstract":"Abstract The paper offers three examples of passionate immersion with strange objects and working with peculiar multispecies assemblages, such as the assemblage of a dove called Romeo and the technology to humidify a greenhouse called ‘Princess’, or the experiment of orienteering in forests for years, accounting for slips, scratches and tumbles as being taught by the forest — and prioritising these over the more commonplace educational narratives. The paper is structured in a nonconventional way in that most space is reserved for reports from these ongoing inquiries. The authors will each discuss how they situate themselves in relation to strangeness in research and how they proceed methodologically, locating their approaches as postqualitative. The questions each example addresses are: What is a strange object? How do we come across them? What do we begin to do/produce with them? The additive orientation described in the research stories is proposed to be an important constituent for new survival knowledge especially relevant for environmental education, addressing environmental problems as wicked, and demanding approaches that reach beyond methodological divides.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"214 - 226"},"PeriodicalIF":1.6,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46709446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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