International Handbook of Research on Environmental Education
Edited by Robert B. Stevenson, Michael Brody, Justin Dillon, Arjen E.J. Wals
Routledge – 2012 – 592 pages
The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field.
The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.
Published for the American Educational Research Association (AERA).
"This enormous International Handbook of Research on Environmental Education appears with the collaboration of the American Educational Research Association (AERA); it comprises 51 commissioned chapters within nine sections written by noted scholars in Environmental Education based in a variety of countries. As underlined by the co-editors, “contributions include philosophically and empirically grounded research (of all genres) that critically examines the conceptualization, discourses, policies, programs, processes, structures, and research approaches to Environmental Education in the broadest sense.” - Yves Laberge, Electronic Green Journal
"The International Handbook of Research on Environmental Education is a fascinating exploration of the purpose and methods of environmental education and sustainability education." - Teachers College Record
1. Introduction: An Orientation to Environmental Education and the Handbook Robert B. Stevenson, Arjen E.J. Wals, Justin Dillon, and Michael Brody Part A. Conceptualizing Environmental Education as a Field of Inquiry Section I. Historical, Contextual and Theoretical Orientations that have Shaped Environmental Education Research Annette Gough 2. The Emergence of Environmental Education Research: A "History" of the Field Annette Gough 3.Socio-Ecological Approaches to Environmental Education and Research: A Paradigmatic Response to Behavioral Change Orientations Regula Kyburz-Graber 4.Thinking Globally in Environmental Education: A Critical History Noel Gough 5.Selected Trends in Thirty Years of Doctoral Research in Environmental Education in Dissertation Abstracts International from Collections Prepared in the United States of America Tom Marcinkowski, Jennifer Bucheit M.S, Vanessa Spero M.S, Christine Linsenbardt, Jennifer Engelhardt, Marianne Stadel, Richard Santangelo, and Katherine Guzmon 6.Transformation, Empowerment, and the Governing of Environmental Conduct: Insights to be Gained from an "History of the Present" Approach Jo-Anne Ferreira Section II. Normative Dimensions of Environmental Education Research: Conceptions of Education and Environmental Ethics Bob Jickling and Arjen E.J. Wals 7. Probing Normative Research in Environmental Education: Ideas about Education and Ethics Bob Jickling and Arjen E.J. Wals 8.Self, Environment, and Education: Normative Arisings Michael Bonnett 9. A Critical Theory of Place-Conscious Education David A. Greenwood 10.Learning from Hermit Crabs, Mycelia and Banyan: Schools as Centers of Critical Inquiry and Re Normatization Heesoon Bai and Serenna Romanycia 11. Why We Need a Language of (Environmental) Education Lesley Le Grange 12.Environmental Ethics as Processes of Open-Ended, Pluralistic, Deliberative Enquiry Lausanne Olvitt Section III. Analyses of Environmental Education Discourses and Policies Ian Robottom and Robert B. Stevenson 13.The Politics of Needs and Sustainability Education Lesley Le Grange 14. Languages and Discourses of Education, Environment and Sustainable Development Tom Berryman and Lucie Sauvé 15.Researching Tensions and Pretensions in Environmental/Sustainability Education Policies: From Critical to Civically Engaged Policy Scholarship Robert B. Stevenson 16.Changing Discourses in EE/ESD: A Role for Professional Self -Development Ian Robottom 17. Connecting Vocational and Technical Education with Sustainability Alberto Arenas and Fernando Londoño 18.Trends, Junctures and Disjunctures in Latin American Environmental Education Research Edgar González Gaudiano and Leonir Lorenzetti 19.EE Policies in Three Chinese Communities: Challenges and Prospects for Future Development Lee Chi Kin John, Wang Shun Mei, and Yang Guang Part B. Research on Environmental Education Curriculum, Learning, and Assessment: Processes and Outcomes Section IV. Curriculum Research in Environmental Education Heila Lotz-Sisitka 20. Traditions and New Niches: An Overview of Environmental Education Curriculum and Learning Research Heila Lotz-Sisitka, John Fien, and Mphemelang Ketlhoilwe 21.Environmental Education in a Cultural Context Albert Zeyer and Elin Kelsey 22.Place-based Education: Practice and Impacts Gregory A. Smith 23.Getting the Picture: From the Old Refl ection—Hearing Pictures and Telling Tales, to the New Reflection—Seeing Voices and Painting Scenes Tony Shallcross and John Robinson 24.Moinho D’Água: Environmental Education, Participation and Autonomy in Rural Areas J.L. Hoeffel, A.B. Fadini, M.K. Machado, J.C. Reis, and F.B. Lima Section V. Research on Learning Processes in Environmental Education Justin Dillon, Joe E. Heimlich, and Elin Kelsey 25.Environmental Learning: Insights from Research into the Student Experience Cecilia Lundholm, Nick Hopwood, and Mark Rickinson 26. Conventional and Emerging Learning Theories: Implications and Choices for Educational Researchers with a Planetary Consciousness Arjen E.J. Wals and Justin Dillon 27. Belief to Behavior: A Vital Link Joe E. Heimlich, Preethi Mony, and Victor Yocco 28.Landscapes as Contexts for Learning Carol B. Brandt Section VI. Evaluation and Analysis of Environmental Education Programs, Materials, and Technologies and the Assessment of Learners and Learning Michael Brody and Martin Storksdieck 29.Research on the Long-Term Impacts of Environmental Education Kendra Liddicoat and Marianne Krasny 30.Advancing Environmental Education Program Evaluation: Insights from a Review of Behavioral Outcome Evaluations Michaela Zint 31.National Assessments of Environmental Literacy: A Review, Comparison, and Analysis Tom Marcinkowski, Donghee Shin, Kyung-Im Noh, Maya Negev, Gonen Sagy,Yaakov Garb, Bill McBeth, Harold Hungerford, Trudi Volk, Ron Meyers, and Mehmet Erdogan 32. Geospatial Technologies: The Present and Future Roles of Emerging Technologies in Environmental Education Michael Barnett, James G. MaKinster, Nancy M. Trautmann, Meredith Houle, and Sheron Mark 33. Sustainability Education: Theory and Practice Sarah Holdsworth, Ian Thomas, and Kathryn Hegarty 34. Learning from Neighboring Fields: Conceptualizing Outcomes of Environmental Education within the Framework of Free-Choice Learning Experiences Lynn D. Dierking, John H. Falk, and Martin Storksdieck Part C. Issues of Framing, Doing and the Missing in Environmental Education Research Section VII. Moving Margins in Environmental Education Research Constance Russell and Leesa Fawcett 35.Researching Differently: Generating a Gender Agenda for Research in Environmental Education Annette Gough 36. The Representation of Indigenous Knowledges Soul Shava 37.Educating for Environmental Justice Randolph Haluza-DeLay 38.Indigenous Environmental Education Research in North America: A Brief Review Greg Lowan-Trudeau 39.Three Degrees of Separation: Accounting for Naturecultures in Environmental Education Research Leesa Fawcett Section VIII. Philosophical and Methodological Perspectives on Environmental Education Research Paul Hart 40. (Un)timely Ecophenomenological Framings of Environmental Education Research Phillip G. Payne 41.Children as Active Researchers: The Potential of Environmental Education Research Involving Children Elisabeth Barratt Hacking, Amy Cutter-Mackenzie, and Robert Barrratt 42. Collaborative Ecological Inquiry: Where Action Research Meets Sustainable Development Hilary Bradbury-Huang and Ken Long 43. Action Research and Environmental Education: Conceptual Congruencies and Imperatives in Practice Robert B. Stevenson and Ian Robottom 44. A Feminist Poststructural Approach to Environmental Education Research Bronwyn Davies 45. Suited: Relational Learning and Socio-Ecological Pedagogies Marcia McKenzie, Kim Butcher, Dustin Fruson, Michelle Knorr, Joshua Stone, Scott Allan, Teresa Hill, Jeremy Murphy, Sheelah McLean, Jean Kayira, and Vince Anderson 46. Greening the Knowledge Economy: Ecosophy, Ecology and Economy Michael A. Peters 47. Preconceptions and Positionings: Can We See Ourselves Within Our Own Terrain?Paul Hart Section IX. Insights, Gaps and Future Directions in Environmental Education Research 48.The Evolving Characteristics of Environmental Education Research Robert B. Stevenson, Justin Dillon, Arjen E.J. Wals, and Michael Brody 49.Identifying Needs in Environmental Education Research Alan Reid and William Scott 50. Handbooks of Environmental Education Research: For Further Reading and Writing Alan Reid and Phillip Payne 51. Tentative Directions for Environmental Education Research in Uncertain Times Arjen E.J. Wals, Robert B. Stevenson, Michael J. Brody, and Justin Dillon
Robert B. Stevenson is Professor and Tropical Research Leader (Environmental Sustainability Education) in The Cairns Institute and School of Education and Director of the Centre for Research and Innovation in Sustainability Education at James Cook University in Australia. He is an executive editor of the Journal of Environmental Education and has served on the editorial boards of all the major English language journals in environmental education. Bob’s research has focused on the relationships among theory, policy and practice in environmental/ sustainability education and its history and marginalized status as an educational reform in K-12 schools. His current research interests focus on the current and potential spaces and approaches for learning about issues of sustainability and how schools, peers, and the electronic media are being used and can be constructively used to work toward a more sustainable and just society.
Michael Brody is a faculty member in the College of Education, Health and Human Development at Montana State University, where he teaches courses in science, education and research at the graduate and undergraduate levels. He received his Ph.D. from Cornell University in science & environmental education, Master of Science in Biology from the University of New Hampshire and Bachelor of Science in Biology and Secondary Education from Boston College. He is a research associate of the Museum of the Rockies in Bozeman, Montana and received the North American Association of Environmental Education Outstanding Contributions to Research Award.
Justin Dillon is Professor of Science and Environmental Education at King's College London. He is head of the Science and Technology Education Group and co-leader of the Centre for Research in Education in Science, Technology, Engineering and Mathematics. His research interests include science engagement in museums, science centres and botanic gardens, learning outside the classroom, students' interests and aspirations, and teacher identity and development. Justin was Chair of AERA's Ecological and Environmental Education special interest group from 1998-99. He was elected president of the European Science Education Research Association from 2007-11 and was elected a fellow of the Linnean Society of London in 2005.
Arjen E.J. Wals is a Professor of Social Learning and Sustainable Development at Wageningen University in The Netherlands. He also holds an Adjunct Professorship at Cornell University and is a UNESCO Chair in the same field. His research focuses on learning processes that contribute to a more sustainable world. Wals obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor under the guidance of the late Bill Stapp, one of the founding fathers of the field of Environmental Education. Wals maintains a blog at www.transformativelearning.nl.