Reflexive Shifts in Climate Research and Education: Toward Relocalizing Our Lives

The need for more radical forms of learning-centred transformation is increasingly recognised in transformations to sustainability. Yet these approaches to learning remain under-developed and undertheorised especially from a politics and environmental education research perspective. This paper offers a review of an emerging politics of transgression in environmental education research, as developed through an extensive T-learning (transgressive learning in times of climate change) knowledge co-production research programme, spanning eight years, and continuing. The ongoing problem that the research programme seeks to address is how to do transgressive learning in/as environmental education research in times where the fall out of coloniality and fossil capital collide in an increasingly regressive political landscape which Akomolafe and Ladha (2017, pg. 820) describe as “the deadening ideology of late-stage capitalism and its corollaries of patriarchy, rationalism, white supremacy and anthropocentrism.” Through the paper, I seek to highlight a “low theory” (Wark, 2021) of transgressive politics in environmental education research, embodied in practices of transgressive politics as movement in co-engaged T-learning research, which I illuminate through a meta-reflective curational process from the ‘archive’ or T-learning knowledge commons collection.

Traditional knowledge and institutions for sustainable climate change adaptation in Ethiopia

Purpose Environmental education (EE) and EE research (EER) is grappling with the precarious nature of human’s relationship with Nature that raise significant ethical and political challenges. Acknowledging and (re)acting to these challenges, which includes decentering, draws on decades of theory concerning the possibilities of “ecological awareness” through environmental (outdoor) activities and practices. Design/methodology/approach We propose to critically review these assumptions using three recently published conceptual-methodological-(eco)pedagogical frameworks for EE and EER: (1) A “new theories” mindmap presented as one of the generative responses/reactions of the special issue “Global politics of knowledge production in EER: ‘New’ theory and North-South representations”, published in 2020 in The Journal of Environmental Education. (2) First author’s autophenomenography on walking with/in nature as ecopedagogy. (3) Second author’s research on movementScapes as ecomotricity. More specifically, we will address the question: how can these three frameworks help to overcome some of the problems/gaps with decentering in research and practice in EE? Findings In doing so, we will canvas some of the questions posed in the “Decentring the Human in Qualitative Research Methodologies” seminar series, hosted by the Australian Association for Research in Education in 2024: (Q1) What is decentering the human to you? (Q2) What does decentering the human look like in our research (and practice)? (Q3) What do you see as the challenges and opportunities that decentering the human in educational research creates? Originality/value We anticipate the reflexivity of the field will be critically advanced.

In Alaska, alternative transport modes to cars and other motorized, petrol powered vehicles are gaining in importance due to increasing urbanization and as adaptive responses to risks of infrastructural damage to transportation networks in facing the climate change. Bicycling functions as a transportation practice in response to increasing infrastructure disruptions, offering a strategy towards sustainable and resilient means of transportation in the times of global climate change and its associated challenges. Changing weather conditions and demographic changes lead to the necessity to establish more adapted infrastructures. The use of the bicycle hereby offers a suitable mode of transport in Arctic and Subarctic areas. New technologies such as fat bikes make bicycling throughout the winter season possible. The combination of the theoretical concepts of sustainability and resilience bears the potential to foster concrete solutions and action strategies for policy makers with respect to infrastructural challenges in the Arctic.

Causes of lineage decline in the Aplodontidae: Testing for the influence of physical and biological change

Celebrating the 8th International Invitational Research and Development Seminar This edition of the EEASA Journal celebrates the hosting of the 8th International Invitational Research and Development Seminar on Environmental and Health Education in South Africa in March 2005. The International Invitational Research and Development Seminars are ‘special events’ in the field of environmental and health education research. They are characterised by their democratic, deliberative nature, and by their intent to scope innovation and methodological issues. First established some years ago in Copenhagen, Denmark, these seminars have provided an evolving international forum for researchers interested in research methodology to meet and frame new themes, trends and issues arising in the field of environmental education and healtheducation research. More specifically, this edition of the EEASA Journal profiles some of the insights and perspectives introduced and deliberated at this Invitational Seminar, notably situated culture, ethics and new learning theory. It opens a conversation on the significance of these themes for environmental education research at the start of the UN Decade of Education for Sustainability. Of the 11 feature articles, five were presented and discussed at the 8th International Invitational Seminar in March 2005, with an additional paper making its way into the journal from earlier deliberations at the 7th International Invitational Seminar, hosted in Alaska in 2004. Of interest, however, is the way in which the other papers in the journal (not presented at the Invitational Seminars) also reflect encounters with situated culture, ethics and new learning theory in different ways.

This non-traditional article identifies a series of questions pursued and/or critiqued within inquiries about climate change education (CCE) and research. The questions and clustering format were initially crystallised from summaries and critical discussion with editors, referees, and critical friends of this journal, during the process of bringing together a series of international studies for various CCE collections in Environmental Education Research. First offered as a supplement to a Virtual Special Issue, launched at Education Day of COP23 in Bonn (2017), the ‘key questions’ were subsequently revised in light of community feedback and further analysis of the ‘blind, blank, bald, and bright spots’ for environmental education and CCE research that they might represent. Sources used to guide the initial compilation and revision were submissions to, reviews of, and studies published in the journal between 2010 and 2019, and those forming two additional collections of research and commentary on CCE, published in Volume 25. Other considerations were: (i) the literature base associated with these papers (drawing on citation and document analysis), and (ii) presentations and conversations on CCE topics at various international research- and education-focused events during that period, focusing on what seemed ‘stale', 'fresh', and 'invigorating’. In sum, the questions: (a) suggest various ‘fundamental topics’ to ‘niche considerations’ about CCE and research in this research field, (b) reflect a diversity of question purposes and formats that may direct, underpin, and/or structure associated research projects and publications too, and (c) reveal a complex array of assumptions and ends-in-view that are not necessarily compatible with each other nor with a coherent or progressive agenda for research and practice development. Further commentary and responses to the ‘essences’ and ‘fragrances’ associated with such questions, as well as new questions and analysis from relevant sources, fields, periods and projects, are invited.

In William Scott's plenary address at the World Environmental Education Conference, he expressed concerns about the relevance of environmental education research in a world facing global environmental and demographic change. In responding to Scott's concerns, I argue that addressing challenges related to development and the environment requires examining EE goals at multiple levels as well as bridging diverse disciplines. I further suggest that integrating social‐ecological systems and other approaches in environmental education research may provide a means for consilience among potentially divisive environmental education practice and research traditions. In so doing, I hope to spark debate about possibilities for an environmental education research agenda and learning organisation that spurs action relevant to concerns about the environment, individuals, and their communities.

This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social–ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.

ABSTRACTAnthropogenic changes in the marine environment and global climate change have led to population declines in several seabird species worldwide. Rockhopper penguins (Eudyptes chrysocomeandEudyptes moseleyi) have experienced a dramatic population decline, potentially linked to increasing sea surface temperatures (SST). Among Southern Ocean diving seabirds, rockhopper penguins typically occupy a low trophic level, and might therefore be expected to mirror climate‐driven bottom‐up changes to the food web sensitively and on a short time scale.Using passive integrated transponders, survival rates of adults in a colony of southern rockhopper penguins (E. chrysocome) on the Falkland Islands were monitored over five consecutive years. Mean annual survival rates were in the range 84 to 96%.These values are high compared with other crested penguin species and reflect the generally good conditions during the study period, when low SST prevailed. However, survival rates were lower in 2010, corresponding to very cold conditions. Curve fits showed a best‐fit quadratic relationship between average SST anomaly and survival rates for the present data, as well as for a data set including two additional years from a different study at Staten Island.Results of this study suggest that rockhopper penguins survive best at SSTs that are lower than the average of the last four decades. In accordance with previously observed rockhopper penguin population declines, the present data suggest that rockhopper penguins are highly sensitive to changes in SST and their effects on the food web, a worrying perspective in times of global climate change. It seems likely that these changes could, in the long term, also affect population trends of other seabird species with similar ecological preferences.The most promising conservation approach should aim at enhancing ecosystem resilience, mainly by reducing industrial fishing and oil exploitation. This would allow the currently over‐exploited fish and squid stocks to recover, offering larger food resources to seabirds and other vertebrate species.Copyright © 2013 John Wiley & Sons, Ltd.

The first research symposium, organised in conjunction with the Australian Association for Environmental Education (AAEE) biennial conference, began with a dialogue between scholars at three different academic career stages. As we all entered the field at different periods in its development, the first part of our presentation and this article provide our perspectives on the context, approaches and issues that characterised the field at the time we became involved in environmental education (EE) and EE research. The second part of this article presents the lessons we have learnt from EE research, and where we see the field headed in the future.

Over the past two decades in the West, practices of ethical consumption have become increasingly visible within mainstream consumer culture (Lewis and Potter). While they manifest in a variety of forms, such practices are frequently articulated to politics of anti-consumerism, environmentalism, and sustainable consumption through which lifestyle choices are conceived as methods for investing in—and articulating—ethical and social concerns. Such practices are typically understood as both a reflection of the increasing global influence of neoliberal, consumer-oriented modes of citizenship and a response to the destabilisation of capitalism’s certainties in the wake of ongoing climate change and the global financial crisis (Castells et al.; Miller).

When considering a topic as broad as research in environmental education it seems worthwhile, at the outset, to make some basic distinctions. First, establishing research priorities is not simply an empirical question. While it is undoubtedly useful to try to establish perceived needs and interests, and to consider them when establishing research priorities, this can only describe part of the task at hand. There are surely some logical requirements as well.Second, a much more challenging task, it seems to me, is to more clearly understand the nature of the questions to which we seek answers. We must seek to distinguish between those research techniques which are more or less consistent with the nature of our task. Unfortunately, research in education generally, and in environmental education, in particular, has been hindered by a failure on the part of the research community to recognize the need for a more complete range of research perspectives than those customarily found, and by a failure to recognize the occasional and inevitable misapplications of technique which can occur when appropriate methodologies do not seem available.With some misgivings about the scope of research in environmental education in mind, I am led to my concern: How do we go about furthering our understanding of concepts central to our field of study? In exploring this question I propose that conceptual analysis is an important research area. Further, I also argue that it is not simply an option, but rather a logical necessity if we are to establish greater coherence within environmental education and avoid unnecessary confusion (see for example: Barrow & Milburn, 1986; Scheffler, 1960; Soltis, 1978; and Wilson, 1969). Further, it is in the nature of this question that we find appeal for this particular approach to research.

The supply of raw water to the inhabitants of metropolises is not a trivial problem, and involves many challenges, both in terms of the quantity and quality of this water. When these metropolises are located in semiarid regions, this challenge takes on enormous proportions, and in many situations, there are no sustainable solutions, especially in times of global climate change. One hypothesis to try to mitigate this problem in coastal cities is the underwater adduction of rivers. The objective of this paper was to make the abstraction of drinking water in the mouths of great rivers near semi-arid regions. This water would be led by a pipeline below the water level and would follow the route of the seacoast, where the energy to move the water would be supplied by an axial hydraulic pump embedded in the pipeline by water-cooled electric motors driven by the energy generated from offshore wind turbines. Estimates have been made for the four metropolises in semi-arid regions: Fortaleza-Brazil, Dalian-China, Tel Aviv-Israel, and Gaza-Palestine, where it was possible to calculate economic viability through the Present Worth Value, the internal rate of return, and payback. The results indicated that Fortaleza had economic viability under restrictions. Dalian proved the ideal result. Tel Aviv and Gaza both had great economic viability, but only if Egypt agreed to supply water from the Nile. This paper proved that the management of the water supply for human consumption through the underwater adduction of rivers could be achieved with real clearance for any deficits in the volume of water that due to global climate change are becoming more frequent.

Education has long been characterized as a central requirement for national economic development and political democratization in the contemporary world. Moreover, international benchmarking has been identified as the “basis for improvement. . . . It is only through such benchmarking that countries can understand relative strengths and weaknesses of their education systems and identify best practices and ways forward” (OECD 2006, 18). Statements such as this example signal an international consensus that has emerged— at least among “developed” countries—about the legitimacy and, even more so, the necessity of international testing and national assessment. As David P. Baker and Gerald K. LeTendre (2005) observe, both international testing and national assessment are linked to efforts to reform educational systems and are often themselves stimuli for further cycles of reform. The results of international testing, they note, will fuel further interest in national assessment. Here we develop an argument about the global forces that have led to the explosive growth of national educational assessment and international testing. In particular, we argue that the international acceptance of testing comes from key ideological forces in the world polity that are associated with the accelerating globalization of national and international cultural, economic, and political structures. As we develop and warrant this argument, we also qualify it by pointing out that national adaptations to this larger world culture may vary depending on the presence and capacities of international organizations and regional associations that act to mediate and adapt these changes to conditions in individual countries. In addition, we consider the effects of subnational movements in introducing pressures for change that may favor more national assessment.