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Participating in Research Symposia: Tales of Reinscription, Disruption, and Inclusivity

Published online by Cambridge University Press:  20 April 2018

Sally Birdsall  and
Peta White
Sally Birdsall*
Affiliation:
University of Auckland, Faculty of Education and Social Work, Auckland, New Zealand
Peta White
Affiliation:
Deakin University, School of Education, Melbourne, Victoria, Australia
*
Address for correspondence: Sally Birdsall, University of Auckland, Faculty of Education and Social Work, PB 92601, Symonds St, Auckland, 1150, New Zealand. Email: [email protected]
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Abstract

Having participated in both the New Zealand Association for Environmental Education (NZAEE) and Australian Association for Environmental Education (AAEE) Research Symposia of 2016, the authors provide a critical analysis of the opportunities provided during these symposia for researchers to position themselves within the environmental education field. Each symposium is analysed in terms of its purpose and program structure, and the opportunities for researchers to communicate and share their ideas, build their research community, and frame their field. It was found that there were spaces for researchers to reinscribe the structures and practices of the environmental education field, but less space for its disruption. Furthermore, it seemed that there were some voices from the edge who were unintentionally silenced to some degree; for example, emerging researchers, women, and Indigenous people. It is recommended that symposia organisers and delegates give careful consideration to these spaces for disruption and to inclusivity when planning and attending future symposia.

Keywords

environmental educationpowerequityresearch symposiareinscribing and disrupting the fieldinclusivity
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 33 , Special Issue 3: 2016 Australian Association for Environmental Education Conference: ‘Tomorrow Making – Our Present to the Future’ , November 2017 , pp. 131 - 144
Copyright
Copyright © The Author(s) 2018 

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