The AAEE 2014 research symposium in Hobart provided a privileged space for researchers and practitioners within environmental education and sustainability education (EE/SE) to come together and create dialogues about education for sustainability research. This essay is a critical reflection from postgraduate researchers about the symposium and the EE/SE research landscape more broadly. The authors interrogate contemporary research frameworks and practices, and deliberate on how current perceptions enable and inhibit performance within EE/SE research. The authors ask provocative questions and encourage readers to imagine for themselves what a new research landscape, freed of calcified frameworks and entrenched systems, might look like. The essay then draws on an ecological systems perspective as a means of reimagining EE/SE research within a more emergent landscape that values inclusivity, democracy, collaborative inquiry and curiosity.
History
Publication title
Australian Journal of Environmental Education
Volume
32
Pagination
11-16
ISSN
0814-0626
Department/School
Faculty of Education
Publisher
Cambridge University Press
Place of publication
Australia
Rights statement
Copyright 2016 The Authors
Repository Status
Open
Socio-economic Objectives
Other education and training not elsewhere classified