Abstract
SUMMARY In this article I critically analyse some of the ways in which human subjectivity and agency are constructed in contemporary discourses of environmental education research, with particular reference to conceptual change discourses such as those borrowed from ‘misconceptions’ research in science education. I argue that the methods of constructivist science education research are not necessarily applicable to either the (human) ‘subjects’ or subject‐matters (in an epistemological sense) of environmental education, and that poststructuralist methodologies may provide useful frames for rethinking the ways in which understandings of human subjectivity and agency are deployed in environmental education research.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.