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Collectively engaging with theory in environmental education research

Published online by Cambridge University Press:  18 February 2020

Yoshifumi Nakagawa ,
Blanche Verlie  and
Misol Kim
Yoshifumi Nakagawa*
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Blanche Verlie
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Misol Kim
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
*
*Corresponding author. Email: [email protected]
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Abstract

In this article, we collectively explore the significance of engaging with theory in environmental education research. Inspired by Jackson and Mazzei’s (2011) postqualitative research methodology, each researcher provides a short sample of engaging with his/her chosen theoretical concept for one shared data source. Through our three individual theoretical engagements with a short video, we collectively demonstrate that the data may be enacted in different ways, based on the theoretical concept that is engaged. This may potentially actualise multiple different and partial realities of the researched, and by decentring the researcher, this can also rework humanist epistemologies. We suggest that non-researcher-centred and/or non-anthropocentric actualising may contribute to more sustainable relationships in environmental education and its research, not only between the researcher and the researched, but also among the researchers.

Keywords

Postqualitative researchcollective research methodologysustainable research relationshipsenvironmental activism
Type
Article
Information
Australian Journal of Environmental Education , Volume 36 , Issue 1 , March 2020 , pp. 1 - 19
Copyright
© The Author(s) 2020. Published by Cambridge University Press

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