Annette Gough
Biographic Data
| ID | 3898568 |
|---|---|
| NAME | Annette Gough |
| GIVEN NAMES | Annette |
| FAMILY NAME | Gough |
| SIGNATURE | GOUGH A |
| AFFILIATIONS | RMIT University |
| ORCID | 0000-0002-4189-216X |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Activating the Climate Child Imaginary: Intergenerational Collaboration as a Long-term Strategy for Climate Justice Education
This article explores the potentials of intergenerational collaboration as a long-term research strategy for shifting social and political imaginaries around climate change. It brings together academics and youth researchers who began working together on the Climate Change and Me project in 2014, along with colleagues who joined them for a public panel, book launch and exhibition ten years later. Climate Change and Me was the first large-scale st…
Expanding secondary schooling sectors [and] seeking for science for all: An Australian case study
Similar to other countries included in this strand, secondary and technical schooling has evolved in Victoria, Australia to address increasing student numbers. Victoria’s approach was unique in Australia and unusual internationally. Academic and career/vocational education streams were introduced from junior secondary levels in the early 1900s in a response adapted from the continuation schools and classes found in the education systems of some E…
Reflections on illuminations: Unforgetting and other expansions in pursuing a gender agenda in environmental education research
From marginalised voices to intersectionality: The persistent problem of sexism and other oppressions in environmental education research
Promoting First Nations science capital: Reimagining a More Inclusive Curriculum
This article offers a critical examination of First NationsFootnote1 perspectives in the newly revised Australian Science Curriculum. Despite recent revisions, our analysis indicates that the curriculum continues to marginalise and overlook the rich scientific contributions of First Nations communities in Australia. We employ a science capital lens to probe the design of the curriculum. While the curriculum incorporates elaborations related to Fi…
Changing Politics for Changing Times: Rethinking Research Stakeholders and Strategies for Environmental Education
The history of environmental education in Australia is political, and fraught with power battles. Indeed, environmental education in Australia (as in many places elsewhere) has always been political. The early calls for environmental education came as a response to the perceived growing environmental crises on the 1960s. At this time, it was seen as a scientific and social priority by scientists, environmentalists and academics, but it was not se…
Ecofeminisms and education: Repositioning gender and environment in education
This issue of Gender and Education explores aspects of the relationship of ecofeminisms and the environment to gender and education in the broadest sense.It provides an opportunity to re-think how ecofeminisms have, or could, inform educational theory and practice.In our call for papers we suggested the following questions as one way of sparking ideas for contributors:. How is ecofeminist thought currently being taken up in practice in diverse ed…
Celebrating Aaee’s first president: Peter James Fensham AO
aged 93 years. We mourn his passing while celebrating his contributions to environmental education in Australia
After the posts: Thinking with theory in environmental education research
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-t…
The generativity of feminist and environmental cartoons for environmental education research and teaching
This article brings together a feminist environmentalist cartoonist with a feminist environmental educator in an exploration of the generativity of cartoons in environmental education research and teaching. Using duoethnography as a methodology, and drawing on critical and new materialist feminist theory, we explore our personal memories, stories, and conversations, as well as discussing the origins and/or significance of particular cultural arte…
Cyborg, goddess, or magical girl/heavenly woman? Rethinking gender and technology in science education via Ghost in the Shell
In her widely cited and influential “cyborg manifesto”, Donna Haraway argues that “cyborg imagery” can provide a way out of the maze of dualisms we have used to explain our bodies and our tools to ourselves and concludes by asserting that she would rather be a cyborg than a goddess. We depart from the cyborg/goddess distinction by invoking a widely recognised archetype in Japanese popular media, namely the mahou shoujo (magical girl), who holds a…
Remembering Peter Fensham, a founder of Australian environmental education
Emeritus Professor Peter James Fensham AO (26 October 1927–23 August 2021), was a major figure in science education in Australia and internationally for many decades. However, fewer people are awar
Challenging amnesias: Re-Collecting Feminist New Materialism/Ecofeminism/Climate/Education
This paper discusses the apparent amnesia with regard to insights manifested in ecofeminist thought and applies a re-collective analysis to thinking on the implications of an ecofeminist new materialism for contemporary environmental education research, and curriculum practice. We engage with a conversation between feminist new materialism and the tropes of ecofeminism at this very unusual time in human history, making visible such interactions. …
Symbiopolitics, Sustainability, and Science Studies: How to Engage With Alien Oceans
This essay explores the implications for inquiries in sustainability education of Helmreich's discussions of how human biocultural practices scramble nature and culture, life forms and forms of life, and his ethos of acceptance of ambiguous boundaries and transformative linkages with others. The silences in Helmreich's arguments around gender and sustainability through looking at Probyn and Merchant, and the possibilities for a more-than-human sc…
Beyond Tinkering and Tailoring: Re-de/signing Methodologies in STEM Education
Beyond cyborg subjectivities: Becoming-posthumanist educational researchers
This excerpt from our collective biography emerges from a dialogue that commenced when Noel interjected the concept of ‘becoming-cyborg’ into our conversations about Annette’s experiences of breast cancer, which initially prompted her to (re)interpret her experiences as a ‘chaos narrative’ of cyborgian and environmental embodiment in education contexts. The materialisation of Donna Haraway’s figuration of the cyborg in Annette’s changing body ena…
Ecologies of Praxis: Teaching and Learning against the Obvious
Un monde est précisément cela où il y a place pour tout le monde: mais place véritable, celle qui fait qu’il y a véritablement lieu d’y être (dans ce monde). Sinon, ce n’est pas : c’est ou , c’est et . (Nancy 2002, 42) 1
Contos de Camp Wilde: Tornando Queer a Pesquisa Em Educação Ambiental
Este artigo questiona o relativo silêncio da teoria e da teorização queer sobre a pesquisa em educação ambiental. Exploramos algumas possibilidades para tornar queer a pesquisa em educação ambiental ao criar (estimulando outras/os a fazer o mesmo) narrativas de Camp Wilde, um local imaginário que nos ajuda a expor o fato de este ser um campo marcado por uma construção heteronormativa. Essas narrativas propõem métodos alternativos de representação…
Body/Mine: A Chaos Narrative of Cyborg Subjectivities and Liminal Experiences
This is a story about how I came to construct my postoperatively scarred body as a mine site, my liminal experiences of reconstructively normalizing its appearance as a cyborg, and what that means to me, conceptually and physically, as a feminist poststructuralist researcher interested in how the body of a theorist performs and is (re)presented within theoretical spaces. My story takes the form of a mitigated “chaos narrative” that questions line…
Environmental education research in Southern Africa: Dilemmas of interpretation
These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental educ…
Recognising Women in Environmental Education Pedagogy and Research: Toward an ecofeminist poststructuralist perspective
In the past, women have been overlooked in most environmental education programmes through being subsumed into the notion of 'universalized people'. However, women have a distinctive contribution to make to environmental education pedagogy and research which needs to be foregrounded. This article reports on research into the gaps and silences present in policies, pedagogy and research in environmental education from a feminist perspective. This r…
Kids Don't Like Wearing the Same Jeans as their Mums and Dads: So whose ‘life’ should be in significant life experiences research
In this article I respond to the special issue of Environmental Education Research (EER) by problematising significant life experiences research from the perspective of research and commentaries on intergenerational differences, environment‐related research with youth, and the silences in significant life experiences (SLE) research on gender, race and class. I argue that the youth of today are very different from older generations, so the achieve…
Founders of Environmental Education: Narratives of the Australian environmental education movement
The environmental education movement in Australia and elsewhere is nearly three decades old. The discourses which frame the movement, the ‘goals, objectives and guiding principles’ did not come out of the air; they were proposed by people who have become the founders’ of the movement. The influence of one of these founders is discussed and the statements which he proposed are analysed in terms of their roots in an environmentalism of a rational s…
Challenging amnesias: Re-Collecting Feminist New Materialism/Ecofeminism/Climate/Education
This paper discusses the apparent amnesia with regard to insights manifested in ecofeminist thought and applies a re-collective analysis to thinking on the implications of an ecofeminist new materialism for contemporary environmental education research, and curriculum practice. We engage with a conversation between feminist new materialism and the tropes of ecofeminism at this very unusual time in human history, making visible such interactions. …
Beyond cyborg subjectivities: Becoming-posthumanist educational researchers
This excerpt from our collective biography emerges from a dialogue that commenced when Noel interjected the concept of ‘becoming-cyborg’ into our conversations about Annette’s experiences of breast cancer, which initially prompted her to (re)interpret her experiences as a ‘chaos narrative’ of cyborgian and environmental embodiment in education contexts. The materialisation of Donna Haraway’s figuration of the cyborg in Annette’s changing body ena…
Kids Don't Like Wearing the Same Jeans as their Mums and Dads: So whose ‘life’ should be in significant life experiences research
In this article I respond to the special issue of Environmental Education Research (EER) by problematising significant life experiences research from the perspective of research and commentaries on intergenerational differences, environment‐related research with youth, and the silences in significant life experiences (SLE) research on gender, race and class. I argue that the youth of today are very different from older generations, so the achieve…
Ecofeminisms and education: Repositioning gender and environment in education
This issue of Gender and Education explores aspects of the relationship of ecofeminisms and the environment to gender and education in the broadest sense.It provides an opportunity to re-think how ecofeminisms have, or could, inform educational theory and practice.In our call for papers we suggested the following questions as one way of sparking ideas for contributors:. How is ecofeminist thought currently being taken up in practice in diverse ed…
Recognising Women in Environmental Education Pedagogy and Research: Toward an ecofeminist poststructuralist perspective
In the past, women have been overlooked in most environmental education programmes through being subsumed into the notion of 'universalized people'. However, women have a distinctive contribution to make to environmental education pedagogy and research which needs to be foregrounded. This article reports on research into the gaps and silences present in policies, pedagogy and research in environmental education from a feminist perspective. This r…
Symbiopolitics, Sustainability, and Science Studies: How to Engage With Alien Oceans
This essay explores the implications for inquiries in sustainability education of Helmreich's discussions of how human biocultural practices scramble nature and culture, life forms and forms of life, and his ethos of acceptance of ambiguous boundaries and transformative linkages with others. The silences in Helmreich's arguments around gender and sustainability through looking at Probyn and Merchant, and the possibilities for a more-than-human sc…
Promoting First Nations science capital: Reimagining a More Inclusive Curriculum
This article offers a critical examination of First NationsFootnote1 perspectives in the newly revised Australian Science Curriculum. Despite recent revisions, our analysis indicates that the curriculum continues to marginalise and overlook the rich scientific contributions of First Nations communities in Australia. We employ a science capital lens to probe the design of the curriculum. While the curriculum incorporates elaborations related to Fi…
Contos de Camp Wilde: Tornando Queer a Pesquisa Em Educação Ambiental
Este artigo questiona o relativo silêncio da teoria e da teorização queer sobre a pesquisa em educação ambiental. Exploramos algumas possibilidades para tornar queer a pesquisa em educação ambiental ao criar (estimulando outras/os a fazer o mesmo) narrativas de Camp Wilde, um local imaginário que nos ajuda a expor o fato de este ser um campo marcado por uma construção heteronormativa. Essas narrativas propõem métodos alternativos de representação…
From marginalised voices to intersectionality: The persistent problem of sexism and other oppressions in environmental education research
Cyborg, goddess, or magical girl/heavenly woman? Rethinking gender and technology in science education via Ghost in the Shell
In her widely cited and influential “cyborg manifesto”, Donna Haraway argues that “cyborg imagery” can provide a way out of the maze of dualisms we have used to explain our bodies and our tools to ourselves and concludes by asserting that she would rather be a cyborg than a goddess. We depart from the cyborg/goddess distinction by invoking a widely recognised archetype in Japanese popular media, namely the mahou shoujo (magical girl), who holds a…
Reflections on illuminations: Unforgetting and other expansions in pursuing a gender agenda in environmental education research
Environmental education research in Southern Africa: Dilemmas of interpretation
These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental educ…
Founders of Environmental Education: Narratives of the Australian environmental education movement
The environmental education movement in Australia and elsewhere is nearly three decades old. The discourses which frame the movement, the ‘goals, objectives and guiding principles’ did not come out of the air; they were proposed by people who have become the founders’ of the movement. The influence of one of these founders is discussed and the statements which he proposed are analysed in terms of their roots in an environmentalism of a rational s…
Founders of Environmental Education: Narratives of the Australian environmental education movement
The environmental education movement in Australia and elsewhere is nearly three decades old. The discourses which frame the movement, the ‘goals, objectives and guiding principles’ did not come out of the air; they were proposed by people who have become the founders’ of the movement. The influence of one of these founders is discussed and the statements which he proposed are analysed in terms of their roots in an environmentalism of a rational s…
Recognising Women in Environmental Education Pedagogy and Research: Toward an ecofeminist poststructuralist perspective
In the past, women have been overlooked in most environmental education programmes through being subsumed into the notion of 'universalized people'. However, women have a distinctive contribution to make to environmental education pedagogy and research which needs to be foregrounded. This article reports on research into the gaps and silences present in policies, pedagogy and research in environmental education from a feminist perspective. This r…
Kids Don't Like Wearing the Same Jeans as their Mums and Dads: So whose ‘life’ should be in significant life experiences research
In this article I respond to the special issue of Environmental Education Research (EER) by problematising significant life experiences research from the perspective of research and commentaries on intergenerational differences, environment‐related research with youth, and the silences in significant life experiences (SLE) research on gender, race and class. I argue that the youth of today are very different from older generations, so the achieve…
Environmental education research in Southern Africa: Dilemmas of interpretation
These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental educ…
Body/Mine: A Chaos Narrative of Cyborg Subjectivities and Liminal Experiences
This is a story about how I came to construct my postoperatively scarred body as a mine site, my liminal experiences of reconstructively normalizing its appearance as a cyborg, and what that means to me, conceptually and physically, as a feminist poststructuralist researcher interested in how the body of a theorist performs and is (re)presented within theoretical spaces. My story takes the form of a mitigated “chaos narrative” that questions line…
Contos de Camp Wilde: Tornando Queer a Pesquisa Em Educação Ambiental
Este artigo questiona o relativo silêncio da teoria e da teorização queer sobre a pesquisa em educação ambiental. Exploramos algumas possibilidades para tornar queer a pesquisa em educação ambiental ao criar (estimulando outras/os a fazer o mesmo) narrativas de Camp Wilde, um local imaginário que nos ajuda a expor o fato de este ser um campo marcado por uma construção heteronormativa. Essas narrativas propõem métodos alternativos de representação…
Ecologies of Praxis: Teaching and Learning against the Obvious
Un monde est précisément cela où il y a place pour tout le monde: mais place véritable, celle qui fait qu’il y a véritablement lieu d’y être (dans ce monde). Sinon, ce n’est pas : c’est ou , c’est et . (Nancy 2002, 42) 1
Beyond cyborg subjectivities: Becoming-posthumanist educational researchers
This excerpt from our collective biography emerges from a dialogue that commenced when Noel interjected the concept of ‘becoming-cyborg’ into our conversations about Annette’s experiences of breast cancer, which initially prompted her to (re)interpret her experiences as a ‘chaos narrative’ of cyborgian and environmental embodiment in education contexts. The materialisation of Donna Haraway’s figuration of the cyborg in Annette’s changing body ena…
Beyond Tinkering and Tailoring: Re-de/signing Methodologies in STEM Education
Challenging amnesias: Re-Collecting Feminist New Materialism/Ecofeminism/Climate/Education
This paper discusses the apparent amnesia with regard to insights manifested in ecofeminist thought and applies a re-collective analysis to thinking on the implications of an ecofeminist new materialism for contemporary environmental education research, and curriculum practice. We engage with a conversation between feminist new materialism and the tropes of ecofeminism at this very unusual time in human history, making visible such interactions. …
Symbiopolitics, Sustainability, and Science Studies: How to Engage With Alien Oceans
This essay explores the implications for inquiries in sustainability education of Helmreich's discussions of how human biocultural practices scramble nature and culture, life forms and forms of life, and his ethos of acceptance of ambiguous boundaries and transformative linkages with others. The silences in Helmreich's arguments around gender and sustainability through looking at Probyn and Merchant, and the possibilities for a more-than-human sc…
Remembering Peter Fensham, a founder of Australian environmental education
Emeritus Professor Peter James Fensham AO (26 October 1927–23 August 2021), was a major figure in science education in Australia and internationally for many decades. However, fewer people are awar
Celebrating Aaee’s first president: Peter James Fensham AO
aged 93 years. We mourn his passing while celebrating his contributions to environmental education in Australia
After the posts: Thinking with theory in environmental education research
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-t…
The generativity of feminist and environmental cartoons for environmental education research and teaching
This article brings together a feminist environmentalist cartoonist with a feminist environmental educator in an exploration of the generativity of cartoons in environmental education research and teaching. Using duoethnography as a methodology, and drawing on critical and new materialist feminist theory, we explore our personal memories, stories, and conversations, as well as discussing the origins and/or significance of particular cultural arte…
Cyborg, goddess, or magical girl/heavenly woman? Rethinking gender and technology in science education via Ghost in the Shell
In her widely cited and influential “cyborg manifesto”, Donna Haraway argues that “cyborg imagery” can provide a way out of the maze of dualisms we have used to explain our bodies and our tools to ourselves and concludes by asserting that she would rather be a cyborg than a goddess. We depart from the cyborg/goddess distinction by invoking a widely recognised archetype in Japanese popular media, namely the mahou shoujo (magical girl), who holds a…
Changing Politics for Changing Times: Rethinking Research Stakeholders and Strategies for Environmental Education
The history of environmental education in Australia is political, and fraught with power battles. Indeed, environmental education in Australia (as in many places elsewhere) has always been political. The early calls for environmental education came as a response to the perceived growing environmental crises on the 1960s. At this time, it was seen as a scientific and social priority by scientists, environmentalists and academics, but it was not se…
Ecofeminisms and education: Repositioning gender and environment in education
This issue of Gender and Education explores aspects of the relationship of ecofeminisms and the environment to gender and education in the broadest sense.It provides an opportunity to re-think how ecofeminisms have, or could, inform educational theory and practice.In our call for papers we suggested the following questions as one way of sparking ideas for contributors:. How is ecofeminist thought currently being taken up in practice in diverse ed…
Activating the Climate Child Imaginary: Intergenerational Collaboration as a Long-term Strategy for Climate Justice Education
This article explores the potentials of intergenerational collaboration as a long-term research strategy for shifting social and political imaginaries around climate change. It brings together academics and youth researchers who began working together on the Climate Change and Me project in 2014, along with colleagues who joined them for a public panel, book launch and exhibition ten years later. Climate Change and Me was the first large-scale st…
Expanding secondary schooling sectors [and] seeking for science for all: An Australian case study
Similar to other countries included in this strand, secondary and technical schooling has evolved in Victoria, Australia to address increasing student numbers. Victoria’s approach was unique in Australia and unusual internationally. Academic and career/vocational education streams were introduced from junior secondary levels in the early 1900s in a response adapted from the continuation schools and classes found in the education systems of some E…
Reflections on illuminations: Unforgetting and other expansions in pursuing a gender agenda in environmental education research
From marginalised voices to intersectionality: The persistent problem of sexism and other oppressions in environmental education research
Promoting First Nations science capital: Reimagining a More Inclusive Curriculum
This article offers a critical examination of First NationsFootnote1 perspectives in the newly revised Australian Science Curriculum. Despite recent revisions, our analysis indicates that the curriculum continues to marginalise and overlook the rich scientific contributions of First Nations communities in Australia. We employ a science capital lens to probe the design of the curriculum. While the curriculum incorporates elaborations related to Fi…
Sociology (20 works) · Pedagogy (14 works) · Political science (13 works) · Environmental Education and Sustainability (12 works) · Environmental education (10 works) · Social science (10 works) · Psychology (9 works) · Epistemology (8 works) · Philosophy (8 works) · Posthumanist Ethics and Activism (7 works)