Australian Journal of Environmental Education最新文献

Towards an Indigenous-Informed Multispecies Collaboratory 建立一个了解土著情况的多物种合作机构

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-09-19 DOI: 10.1017/aee.2024.21

Sandra Wooltorton, Peta J. White

{"title":"Towards an Indigenous-Informed Multispecies Collaboratory","authors":"Sandra Wooltorton, Peta J. White","doi":"10.1017/aee.2024.21","DOIUrl":"https://doi.org/10.1017/aee.2024.21","url":null,"abstract":"How does Australia’s latest Indigenous defeat relate to Environmental Education? The answer is direct complicity. This paper begins with the premise that the failure of Australia’s 2023 referendum on “The Voice to Parliament” is directly connected with education. The chapter builds on the proposition that local and Indigenous public knowledge could — and should — be the heart of environmental education. We apply a post-qualitative practice that is underpinned by innovative feminisms and the post-qualitative methods within a Multispecies Collaboratory, an experimental way of transforming our learning by attending to the responsive, relational world of all beings. We use this practice to think with while exploring socio-ecological relations, especially our own. Collaboratory colleagues include rivers with their kincentric ecologies, urban park ecosystems and backyard kin or families. Journaling, creative writing and photography record our learning journeys. The article concludes that continuing colonisation, epistemic violence and a culture of denial reinforce the dominant paradigm of silencing Indigenous voices. We argue that an Indigenous-informed onto-epistemology of living place can — and should — inform the heart and practice of environmental education, and an Indigenous-informed Multispecies Collaboratory is one way to deepen the multispecies engagement that underpins environmental education.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"72 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256782","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}

引用次数: 0

“It’s the Only World We’ve Got.” Children’s Responses to Chris Jordan’s Images about SDG 14: Life Below Water "这是我们拥有的唯一世界。儿童对克里斯-乔丹关于可持续发展目标 14：水下生命的图片的回应

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-09-19 DOI: 10.1017/aee.2024.27

Lyndal O’Gorman

{"title":"“It’s the Only World We’ve Got.” Children’s Responses to Chris Jordan’s Images about SDG 14: Life Below Water","authors":"Lyndal O’Gorman","doi":"10.1017/aee.2024.27","DOIUrl":"https://doi.org/10.1017/aee.2024.27","url":null,"abstract":"Broad and complex ideas about sustainability can be communicated through the Arts. Australian curriculum documents support the integration of Arts education with education for sustainability. Responding to artworks as a viewer is a key aspect of Arts education in Australian schools. Chris Jordan is a US artist whose online media galleries communicate ideas about environmental and social justice themes. This paper reports interview data from a larger project exploring children’s responses to Chris Jordan’s artworks. Conversations were held with 28 children aged between 4 and 12 as they navigated Jordan’s website to explore the images they encountered. Data relating to SDG14: Life below water were selected for the specific focus of this paper. Thematic analysis of the data revealed five themes: connections to prior experience and knowledge, links with local contexts and places, emotional engagement with the images, solutions and action-taking and ideas related to post-humanism and the human-nature binary. These findings endorse the power of Arts-based experiences for enhancing education for sustainability in primary schools and early childhood contexts.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"16 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256781","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}

引用次数: 0

Energising the Energy Literacy Debate for Environmental Education: Exploring Citizens’ Interest Levels, Knowledge Gaps and Individual Differences 为环境教育的能源扫盲辩论注入活力：探索公民的兴趣水平、知识差距和个体差异

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-09-19 DOI: 10.1017/aee.2024.37

Irina Rets, Denise Whitelock, Chris Edwards, Leigh-Anne Perryman, Fereshte Goshtasbpour

{"title":"Energising the Energy Literacy Debate for Environmental Education: Exploring Citizens’ Interest Levels, Knowledge Gaps and Individual Differences","authors":"Irina Rets, Denise Whitelock, Chris Edwards, Leigh-Anne Perryman, Fereshte Goshtasbpour","doi":"10.1017/aee.2024.37","DOIUrl":"https://doi.org/10.1017/aee.2024.37","url":null,"abstract":"Energy literacy can empower individuals to make informed decisions about energy use. However, the level of public interest in learning about energy-related topics remains uncertain, and there is a dearth of research exploring energy literacy-related knowledge gaps. This mixed-methods study aimed to address those issues. A survey of 3,843 citizens from four European countries revealed that most citizens have only a moderate interest in learning about energy. Age, gender, educational level, income level, living situation and environmental attitudes appear to have a significant effect on individuals’ interests. The study identified key knowledge demand areas regarding saving energy and reducing costs, becoming self-sufficient in energy production and cooperating with others for more efficient energy use. The findings indicate that engagement with energy-related topics could be improved by considering affective factors such as individual interest. The study also reveals a need for greater interdisciplinarity in energy research.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256784","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}

引用次数: 0

Decolonising Australian Gold Rush Narratives with Critical Geopolitics 用批判地缘政治学对澳大利亚淘金热叙事进行非殖民化改造

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-09-19 DOI: 10.1017/aee.2024.34

Robin A. Bellingham, Aleryk Fricker

{"title":"Decolonising Australian Gold Rush Narratives with Critical Geopolitics","authors":"Robin A. Bellingham, Aleryk Fricker","doi":"10.1017/aee.2024.34","DOIUrl":"https://doi.org/10.1017/aee.2024.34","url":null,"abstract":"Settler-colonial futurity and colonial onto-epistemology are embedded across mainstream Australian public education institutions and schooling. While Country is central to Indigenous being, knowledges and pedagogy, Australian public and school education and curricula regularly fail to engage with Country and place in its historical, political, institutional, more-than-human, and relational dimensions. This paper investigates how colonial discourse and narratives permeate public and schooling education resources about mining and the Australian gold rush, including those presented in local Victorian gold rush museums. These support an influential story of Australia’s past/present that erases First Nations1 custodial relations with Country, strengthens settler-colonial futurity and celebrates and legitimises its colonising and extractive relations between people, Country, and ecologies. The paper presents an argument for attending to critical, relational geopolitics in education and environmental education to destabilise and shift these ways of understanding. It considers opportunities and challenges presented by Australian curricula in terms of their capacity to develop geopolitical understandings of past/present/future social and ecological in/justice, and to support new political understandings and sense of connection and belonging with Country.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"7 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256780","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}

引用次数: 0

Caring Enough to Counter Extinction: The Work of Volunteer Bat Carers and Educators in Tropical Queensland, Australia 关爱足以抵御灭绝：澳大利亚昆士兰热带地区蝙蝠护理和教育志愿者的工作

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-06-05 DOI: 10.1017/aee.2024.25

Hilary Whitehouse

引用次数: 0

Rethinking Water Governance in the Saskatchewan River Delta Through Indigenous Relational Worldviews 通过土著关系世界观反思萨斯喀彻温河三角洲的水资源治理

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-06-04 DOI: 10.1017/aee.2024.19

John Bosco Acharibasam, Kathryn Riley, Ranjan Datta, Elder Denise McKenzie, Elder Veronica Favel

{"title":"Rethinking Water Governance in the Saskatchewan River Delta Through Indigenous Relational Worldviews","authors":"John Bosco Acharibasam, Kathryn Riley, Ranjan Datta, Elder Denise McKenzie, Elder Veronica Favel","doi":"10.1017/aee.2024.19","DOIUrl":"https://doi.org/10.1017/aee.2024.19","url":null,"abstract":"This study critically examines the implications of integrating Indigenous relational worldviews into the water governance framework of the Saskatchewan River Delta. Using a relational theoretical framework and community-based participatory research methodology, both Indigenous community members and non-Indigenous researchers collectively examine the negative impacts of Western water governance policies and practices on the Métis community residing in Cumberland House, located in northeast Saskatchewan, Canada. Through Indigenous traditional water story-sharing methods with Indigenous Elders and Knowledge Keepers, our focus centres on Indigenous interpretations and ways of knowing the Delta. The community highlighted the pervasive influence of power dynamics and political agendas in the governance of the Delta. As such, we emphasise the necessity of challenging settler colonial systems and structures and reinvigorating Indigenous worldviews for water governance. By doing so, we advocate for the advancement of Indigenous sovereignty and self-determination in their relationship with land and water, thereby promoting the meaningful implications of the Truth and Reconciliation Commission Calls to Action.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"25 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141256647","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}

引用次数: 0

Voice Lessons 声乐课程

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-06-03 DOI: 10.1017/aee.2024.17

Gary Levy

引用次数: 0

[Birdsong]: Pedagogies of Attunement and Surrender with More-than-Human Teachers 鸟鸣与非人类教师的调和与屈服教学法

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-05-31 DOI: 10.1017/aee.2024.15

Kay Sidebottom, Lou Mycroft

{"title":"[Birdsong]: Pedagogies of Attunement and Surrender with More-than-Human Teachers","authors":"Kay Sidebottom, Lou Mycroft","doi":"10.1017/aee.2024.15","DOIUrl":"https://doi.org/10.1017/aee.2024.15","url":null,"abstract":"Our current ecological predicament requires a shift to a post-anthropocentric educational paradigm in which we educate for and about a world that is not “for us,” but comprised of a multitude of eco-systems of which we are simply a part. To facilitate this, education should be enacted differently; we need to experience learning not as furthering entrenched nature/culture binaries, but as “worlding” processes, whereby imaginary divides between individual and environment are troubled, as humans and the material world are revealed to be relational and entangled. Posthumanism offers an affective turn towards a social and ecological justice that accounts for such entanglements; enacted through necessary processes of de-familiarisation from the dominant vision of education. In this article we firstly explore the theoretical underpinnings of critical posthumanism to critique sustainability education-as-usual and propose new modes of teaching that lean into affective processes of noticing and surrender. We then discuss a research project in which participants came together to explore what happens when we cease to privilege humans as the ultimate instructors and holders of knowledge. In doing so we disrupt normative methodologies, drawing on affect, embodiment, relationality, transdisciplinarity and an ethics of care which extend learning to more-than-human kin.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"44 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194529","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}

引用次数: 0

Relationality in Indigenous Climate Change Education Research: A Learning Journey from Indigenous Communities in Bangladesh 土著气候变化教育研究中的关联性：孟加拉国土著社区的学习之旅

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-05-09 DOI: 10.1017/aee.2024.13

Ranjan Datta

{"title":"Relationality in Indigenous Climate Change Education Research: A Learning Journey from Indigenous Communities in Bangladesh","authors":"Ranjan Datta","doi":"10.1017/aee.2024.13","DOIUrl":"https://doi.org/10.1017/aee.2024.13","url":null,"abstract":"This article explores my relational learning reflections with the Laitu Khyeng Indigenous community in the Chittagong Hill Tracts (CHT), Bangladesh, focusing on Indigenous perspectives on climate change education. Implementing a relational theoretical framework, I share my reflections on relational learning in this research as part of being accountable to the Indigenous community. Through exploring Indigenous land-based climate change research, five central themes emerge Indigenous land rights, relationship with the environment, community-led relationality as collaboration, intergenerational relational knowledge and relationality as ethical reciprocity. The findings explore the intrinsic connection between Indigenous communities and their ancestral territories, emphasising the significance of upholding Indigenous sovereignty over land for sustainable adaptation to climate change. In this article, I highlight the importance of relational learning as a form of education, fostering resilience rooted in preserving traditional practices and spaces. Relationality with the environment is central to Indigenous climate education, promoting understanding and reciprocity with the land. In my learning, I learned that community dynamics and collaborative learning are essential for effective climate education, emphasising collective action and diverse perspectives. In relational learning, inter-generational knowledge transmission ensures the preservation and sharing of traditional land-based knowledge across generations, forming the foundation for sustainable adaptation strategies. Ethical engagement and reciprocity guide research interactions, emphasising mutual respect and cultural sensitivity. By centring Indigenous perspectives and knowledge systems, this study advocates for community-led approaches to climate change education, fostering resilience and environmental stewardship within Indigenous communities.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"69 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940486","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}

引用次数: 0

Museums, Climate Change and Energy Education: A Digital Discourse Analysis 博物馆、气候变化和能源教育：数字话语分析

IF 1.6

Australian Journal of Environmental Education Pub Date : 2024-05-02 DOI: 10.1017/aee.2024.16

Francesca Patten, Gregory Lowan-Trudeau

引用次数: 0