后岗位:用理论思考环境教育研究

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Environmental Education Pub Date : 2022-06-20 DOI:10.1017/aee.2022.25

Annette Gough, N. Gough

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引用次数: 0

摘要

摘要在这篇文章中，我们认为质后探究对于环境教育研究来说不是一个有用的描述，现在是时候考虑质后探究之后的内容了。我们认为，在我们研究的认识论框架中，将理论作为一种过程方法论进行思考更具创造性，并为这项研究提供了跨学科/跨学科/交叉学科、交叉性、生态女权主义/而非人文主义、本土性、参与性、实验性和越轨性的机会。

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After the posts: thinking with theory in environmental education research

Abstract In this essay, we argue that postqualitative inquiry is not a useful descriptor for environmental education research and that it is time to consider what comes after the posts. We argue that thinking with theory as a process methodology in the onto-epistemological framings of our research is more generative and opens up opportunities for this research being interdisciplinary/transdisciplinary/cross-disciplinary, intersectional, ecofeminist/more-than-humanist, indigenous, participatory, experimental and transgressive.

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来源期刊

Australian Journal of Environmental Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

18.80%

发文量

期刊介绍： An internationally refereed journal which publishes papers and reports on all aspects of environmental education. It presents information and argument which stimulates debate about educational strategies that enhance the kinds of awareness, understanding and actions which will promote environmental and social justice.