Lifeworld and textualism: reassembling the researcher/ed and ‘others’

Abstract

This response to McKenzie’s ‘post‐post’ concerns about environmental education research draws upon empirical, conceptual, anecdotal, metaphorical, imaged and poetic means to help the researcher ‘reassemble’ the researcher/ed by attending to her/his relational body and embodiment of various, often hegemonic, socially constructed environmental relations. The purpose is to reconcile body/lifeworld experiences and their sources (socio‐ecological ontology) with mind/text meaning‐making and representational strategies (epistemology) in methodologically advancing the capacity and claims of researchers to legitimize and politicize the aims, methods and consequences of their research. The paper concludes with the contours of a ‘post‐critical’ map for environmental education research.