After the Posts: Thinking with Theory in Environmental Education Research

Autor/inn/en	Gough, Annette; Gough, Noel
Titel	After the Posts: Thinking with Theory in Environmental Education Research
Quelle	In: Australian Journal of Environmental Education, 38 (2022) 3-4, S.388-396 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gough, Annette) ORCID (Gough, Noel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.25
Schlagwörter	Educational Theories; Environmental Education; Educational Research; Qualitative Research; Inquiry; Epistemology; Interdisciplinary Approach; Feminism; Humanism; Indigenous Knowledge; Inclusion + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Feminismus; Humanismus; Inklusion
Abstract	In this essay, we argue that postqualitative inquiry is not a useful descriptor for environmental education research and that it is time to consider what comes after the posts. We argue that thinking with theory as a process methodology in the onto-epistemological framings of our research is more generative and opens up opportunities for this research being interdisciplinary/transdisciplinary/cross-disciplinary, intersectional, ecofeminist/more-than-humanist, indigenous, participatory, experimental and transgressive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01