Citations (32)
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Read on this site (19)
Phillip G. Payne. (2022) Tbilisi’s “Sounds Of Silence”—(In)action in the policy ≠ embodiments of environmental education. The Journal of Environmental Education 53:6, pages 314-339.
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David A. G. Clarke & Jamie Mcphie. (2020) Tensions, knots, and lines of flight: themes and directions of travel for new materialisms and environmental education. Environmental Education Research 26:9-10, pages 1231-1254.
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Chris Beeman & Sean Blenkinsop. (2020) Environmental end game: ontos. Environmental Education Research 26:9-10, pages 1479-1490.
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Phillip G. Payne. (2019) Performative abstractionism in environmental education: A critical theory of theory. The Journal of Environmental Education 50:4-6, pages 289-320.
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Yoshifumi Nakagawa & Phillip G. Payne. (2019) Postcritical knowledge ecology in the Anthropocene. Educational Philosophy and Theory 51:6, pages 559-571.
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Phillip G. Payne. (2018) The framing of ecopedagogy as/in scapes: Methodology of the issue. The Journal of Environmental Education 49:2, pages 71-87.
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Yoshifumi Nakagawa. (2018) EscapeScape: Simulating ecopedagogy for the tourist. The Journal of Environmental Education 49:2, pages 164-176.
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Phillip G. Payne. (2017) Ecopedagogy and radical pedagogy: Post-critical transgressions in environmental and geography education. The Journal of Environmental Education 48:2, pages 130-138.
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Yoshifumi Nakagawa & Phillip G. Payne. (2017) Educational experiences of post-critical non-place. International Journal of Qualitative Studies in Education 30:2, pages 147-160.
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Edgar J. González-Gaudiano. (2016) ESD: Power, politics, and policy: “Tragic optimism” from Latin America. The Journal of Environmental Education 47:2, pages 118-127.
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Jim Garrison, Leif Östman & Michael Håkansson. (2015) The creative use of companion values in environmental education and education for sustainable development: exploring the educative moment. Environmental Education Research 21:2, pages 183-204.
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Yoshifumi Nakagawa & Phillip G. Payne. (2015) Critical place as a fluid margin in post-critical environmental education. Environmental Education Research 21:2, pages 149-172.
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Greg Mannion, Ashley Fenwick & Jonathan Lynch. (2013) Place-responsive pedagogy: learning from teachers’ experiences of excursions in nature. Environmental Education Research 19:6, pages 792-809.
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Ellen Almers. (2013) Pathways to Action Competence for Sustainability—Six Themes. The Journal of Environmental Education 44:2, pages 116-127.
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Seyoung Hwang. (2011) Narrative Inquiry for Science Education: Teachers’ repertoire‐making in the case of environmental curriculum. International Journal of Science Education 33:6, pages 797-816.
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Alan Reid, PhillipG. Payne & Amy Cutter‐Mackenzie. (2010) Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges. Environmental Education Research 16:3-4, pages 429-461.
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TrentD. Brown & PhillipG. Payne. (2009) Conceptualizing the Phenomenology of Movement in Physical Education: Implications for Pedagogical Inquiry and Development. Quest 61:4, pages 418-441.
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M. J. Barrett. (2006) Education for the environment: action competence, becoming, and story. Environmental Education Research 12:3-4, pages 503-511.
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Jutta Nikel & Alan Reid. (2006) Environmental education in three German‐speaking countries: tensions and challenges for research and development. Environmental Education Research 12:1, pages 129-148.
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Articles from other publishers (13)
Michael M. Kretzer, Abeer Abdulnabi Ali & Stefan Schweiger. 2022. SDGs in Africa and the Middle East Region. SDGs in Africa and the Middle East Region
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Phillip G. Payne. 2022. Relational and Critical Perspectives on Education for Sustainable Development. Relational and Critical Perspectives on Education for Sustainable Development
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Genevieve Blades. (2021) Making meanings of walking with/in nature: embodied encounters in environmental outdoor education. Journal of Outdoor and Environmental Education 24:3, pages 293-318.
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Phillip G. Payne. 2018. International Handbook of Early Childhood Education. International Handbook of Early Childhood Education
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Yoshifumi Nakagawa. (2016) WWOOF Ecopedagogy: Linking ‘Doing’ to ‘Learning’. Australian Journal of Environmental Education 33:1, pages 1-17.
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Rajeswari Namagiri Gorana & Preeti Rawat Kanaujia. 2017. Reorienting Educational Efforts for Sustainable Development. Reorienting Educational Efforts for Sustainable Development
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Phillip G. Payne. (2015) Critical Curriculum Theory and Slow Ecopedagogical Activism. Australian Journal of Environmental Education 31:2, pages 165-193.
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B. B. McBride, C. A. Brewer, A. R. Berkowitz & W. T. Borrie. (2013) Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?. Ecosphere 4:5, pages 1-20.
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Chris North & Garrett Hutson. (2012) Environmental Myopia: The Case For Bifocals. Australian Journal of Environmental Education 27:2, pages 229-237.
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Seyoung Hwang. (2010) Rethinking the Contribution of Science Education for AddressingEnvironmental Issues: A Literature Review. BIOLOGY EDUCATION 38:1, pages 26-38.
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Michèle Berthelot. (2008) La dimension critique de l’éducation relative à l’environnement dans un pays en développement : réflexions issues d’une expérience sénégalaise. Éducation relative à l'environnement:Volume 7.
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Phillip G. Payne & Brian Wattchow. (2008) Slow pedagogy and placing education in post-traditional outdoor education. Journal of Outdoor and Environmental Education 12:1, pages 25-38.
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Phillip G. Payne. (2015) Families, Homes and Environmental Education. Australian Journal of Environmental Education 21, pages 81-95.
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