Towards creating an inclusive community of researchers

The first three years of the North American Association for Environmental Education research symposium

Dados Bibliográficos

ID12526348
AutoresRonald B Meyers (a University of Arkansas , USA, autor correspondente), Michael Brody (0000-0002-0917-4408, b Montana State University , USA), Michael J Brody (Montana State University–Northern), Justin Dillon (0000-0001-5154-8306, c King's College London , UK), Patrick Hart (0000-0003-1270-3654, University of Regina), Paul Hart (d University of Regina , Canada), Marianne E Krasny (0000-0002-8520-8438, Cornell University), Marianne Krasny (e Cornell University , USA), Martha C Monroe (0000-0003-3080-5101, Florida Memorial University), Martha Monroe (f University of Florida , USA), Constance Russell (0000-0002-6093-7423, g Lakehead University , Canada), Arjen Wals (0000-0003-4735-1126, h Wageningen University , The Netherlands)
Ano2007
Volume13
Fascículo5
Páginas639-661
Data de publicação2007-10-31
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEnvironmental Education Research (JOURNAL)
Identificadores do periódicoISSN: 1350-4622 • E-ISSN: 1469-5871
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13504620701659095
OpenAlexW2148460679
IdiomaEN
Citações recebidas5
Referências citadas10

This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education research has been marginalized in some areas and not recognized in others; (ii) environmental education research and environmental education practice need to be brought closer together; (iii) environmental education research is still in early development of a professional perspective; (iv) environmental education research has to give a voice to early career scholars and graduate students; (v) environmental education research needs to enable discourse about both process and outcomes; (vi) environmental education researchers need social learning contexts to help develop professional identities and create more meaningful dialogue to address these challenges; and (vii) methodologies, theoretical frameworks and differences in beliefs in environmental education research need to be accommodated. The last challenge is seen as the most significant with which to continue to engage, in developing open, inclusive forums for researchers of environmental education

Context (archaeology · Educational research · Engineering ethics · Environmental adult education · Environmental education · Environmental studies · Geography · Inclusion (mineral · Pedagogy · Political science · Public relations · Social science · Sociology · Engineering · Environmental Education and Sustainability · Environmental Justice and Health Disparities · Urban Green Space and Health