Performative abstractionism in environmental education: A critical theory of theory

References

• Abram, D. (1996). The spell of the sensuous: Perception and language in a more-than-human world. New York: Vantage Books.
   Google Scholar
• Abram, D. (2010). Becoming animal: An earthly cosmology. New York: Pantheon Books.
   Google Scholar
• Apple, M. (1982). Education and power. Boston: Routledge & Kegan Paul.
   Google Scholar
• Archer, M. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press.
   Google Scholar
• Auge, M. (1995). Non-places: An introduction to supermodernity. London: Verso.
   Google Scholar
• Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
   Google Scholar
• Bludhorn, I. (2011). The politics of unsustainability: COP15, post-ecologism, and the ecological paradox. Organization & Environment, 24(1), 34–53.
   Web of Science ®Google Scholar
• Bowers, C. (1987). Elements of a post-liberal theory of education. New York: Teachers College Press.
   Google Scholar
• Bowers, C. (1993). Education, cultural myths, and the ecological crisis. Albany: SUNY Press.
   Google Scholar
• Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. New York: Zone Books.
   Google Scholar
• Canaparo, C. (2009). Geo-epistemology: Latin America and the location of knowledge. Oxford: Peter Lang.
   Google Scholar
• Carson, R. (1962). Silent spring. New York: Houghton Mifflin.
   Google Scholar
• Cherryholmes, C. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press. doi:10.1086/ahr/77.5.1500
   Google Scholar
• Chun, W., Fisher, A., & Keenan, T. (Eds.). (2016). New media, old media: A history and theory reader (2nd ed.). New York: Routledge.
   Google Scholar
• Collard, A. (with Contrucci, J). (1988). Rape of the wild: Man’s violence against animals and the earth. London: The Women’s Press Ltd.
   Google Scholar
• Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Cambridge: Polity Press.
   Google Scholar
• Connell, R. (2016). Theorizing intellectuals. Arena Journal, 45/46, 12–27.
   Google Scholar
• Cooper, S. (2002). Post-intellectuality? Universities in the knowledge industry. In S. Cooper, J. Hinkson, & G. Sharp (Eds.). Scholars and entrepreneurs: The university in crisis, (pp. 207–232). Carlton, Melbourne: Arena Publications.
   Google Scholar
• Cooper, S. (2016). Language cannot encompass being’: Poststructuralism and postmodernism. Arena Journal, 45/46, 28–50.
   Google Scholar
• Cooper, S., Hinkson, J., & Sharp, G. (Eds.). (2002). Scholars and entrepreneurs: The university in crisis. Carlton, Melbourne: Arena Publications.
   Google Scholar
• Counts, G. (1932). Dare the school build a new social order. Carbondale: Southern Illinois University Press.
   Google Scholar
• Dallmayr, F. (1991). Between freiburg and frankfurt: Toward a critical ontology. Amherst: The University of Massachusetts Press.
   Google Scholar
• Daly, L., French, L., Miller, T., & Eoin, L. N. (2016). Integrating ontology into ethnobotanical research. Journal of Ethnobiology, 36(1), 1–9.
   Web of Science ®Google Scholar
• Debaise, D. (2017). Nature as event: The lure of the possible. Durham: Duke University Press.
   Google Scholar
• Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press. doi:10.1086/ahr/57.2.471
   Google Scholar
• Dewey, J. (1920/1948). Reconstruction in philosophy (the definitive edition). Boston: Beacon Press.
   Google Scholar
• Dewey, J. (1938/1991). Logic: The theory of inquiry. In J. A. Boydston (Ed.). The later works, 1925-1953: John Dewey (Volume 12, 1-531). Carbondale: Southern Illinois University Press.
   Google Scholar
• Emerson, R. M. (Ed.). (1983). Contemporary field research: A collection of readings. Prospect Heights, Illinois: Waveland Press.
   Google Scholar
• Feenberg, A. (1991). Critical theory of technology. Oxford: Oxford University Press.
   Google Scholar
• Fien, J. (1993). Education for the environment: Critical curriculum theorising and environmental education. Geelong: Deakin University Press.
   Google Scholar
• Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge: Cambridge University Press.
   Google Scholar
• Gare, A. (1993). Nihilism incorporated: European civilization and environmental destruction. Bungendore, NSW: Eco-Logical Press.
   Google Scholar
• Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
   Google Scholar
• Gough, N. (1994). Playing at catastrophe: Ecopolitical education after poststructuralism. Educational Theory, 44(2), 189–210.
   Google Scholar
• Gough, S. (Ed.). (2001). Special issue: The language of sustainability. Environmental Education Research, 7(2), 117–188.
   Google Scholar
• Grosz, E. (2004). The nick of time: Politics, evolution, and the untimely. Durham: Duke University Press.
   Google Scholar
• Grosz, E. (2017). The incorporeal: Ontology, ethics, and the limits of materialism. New York: Columbia University Press.
   Google Scholar
• Habermas, J. (1989). The new conservatism: Cultural criticism and the historians’ debate. Cambridge, MA: The MIT Press.
   Google Scholar
• Hall, G. (2016). Pirate philosophy: For a digital posthumanities. Cambridge: The MIT Press.
   Google Scholar
• Hargrove, E. (1979). How, when, where, and why. Environmental Ethics, 1(1), 1.
   Google Scholar
• Hargrove, E. (1993). After fifteen years. Environmental Ethics, 15(4), 291–292.
   Google Scholar
• Harman, G. (2016). Immaterialism: Objects in social theory. Cambridge: Polity Press.
   Google Scholar
• Hart, P. (2013). Preconceptions and positionings: Can we see ourselves within our own terrain?. In R. Stevenson, M. Brody, J. Dillon., & A. Wals. (Eds.). International handbook of research on environmental education. (pp. 507–510). Aera, Ny: Routledge.
   Google Scholar
• Hart, P. (Ed.). (2005). Special issue: Transitions in thought and practice: Links, divergences, and contradictions in post-critical inquiry. Environmental Education Research, 11(4), 391–400.
   Google Scholar
• Hart, P., & Nolan, K. (1999). A critical analysis of research in environmental education. Studies in Science Education, 34(1), 1–69.
   Google Scholar
• Held, D. (1980). Introduction to critical theory: Horkheimer to Habermas. London: Hutchinson.
   Google Scholar
• Henry, J. (1984). Towards education for the environment. Australian Journal of Environmental Education, 1(1), 14–15.
   Google Scholar
• Hinkson, J., Cooper, S., & Caddick, A. (Eds.). (2016). Cold war to hot planet: Fifty years of Arena. Carlton, Melbourne: Arena Publications.
   Google Scholar
• Huckle, J. (1999). Locating environmental education between modern capitalism and post modern socialism: A reply to Lucie Sauve. Canadian Journal of Environmental Education, 4, 36–45.
   Google Scholar
• Hursh, D., Henderson, J., & Greenwood, D. (Eds.). (2015). Special issue: Environmental education in a neoliberal climate. Environmental Education Research, 21(3), 299–505.
   Web of Science ®Google Scholar
• Ihde, D. (1991). Instrumental realism: The interface between philosophy of science and philosophy of technology. Bloomington: Indiana University Press.
   Google Scholar
• Ihde, D. (1993). Postphenomenology: Essays in the postmodern context. Evanston: Northwestern University Press.
   Google Scholar
• Ingold, T. (2000). The perception of the environment. London: Routledge.
   Google Scholar
• James, P. (2006). Globalism, nationalism, tribalism: Bringing theory back in. London: Sage.
   Google Scholar
• James, P. (2017). Alternative paradigms for sustainability: Decentring the human without being posthuman. In K. Malone, S. Truong, & T. Gray. (Eds.), Reimagining sustainability in precarious times. Singapore: Springer.
   Google Scholar
• James, P., & McQueen-Thomson, D. (2002). Abstracting knowledge formation: A report on academia and publishing. In S. Cooper, J. Hinkson, & G. Sharp (Eds.). Scholars and entrepreneurs: The university in crisis, (pp. 183–206). Carlton, Melbourne: Arena Publications.
   Google Scholar
• Jickling, B. (1992). Why I don’t want my children to be educated for sustainable development. The Journal of Environmental Education, 23(4), 5–8.
   Google Scholar
• Johnson, J. (Ed.). (2013). Dark trajectories: Politics of the outside. Hong Kong: [NAME].
   Google Scholar
• Kahn, R. (2010). Critical pedagogy, ecoliteracy, & planetary crisis. New York: Peter Lang.
   Google Scholar
• Kakutani, M. (2018). The death of truth. London: William Collins.
   Google Scholar
• Kaufman, J., Ewing, M., Hyle, A., Montgomery, D., & Self, P. (2001). Women and nature: Using memory work to rethink our relationship to the natural world. Environmental Education Research, 7(4), 359–377.
   Google Scholar
• Keller, D. (Ed.). (2010). Environmental ethics: The big questions. West Sussex, UK: Wiley-Blackwell.
   Google Scholar
• Kitching, G. (2008). The trouble with theory: The educational costs of postmodernism. Pennsylvania: The Pennsylvania State University Press.
   Google Scholar
• Kneller, G. (1984). Movements of thought in modern education. New York: Macmillan.
   Google Scholar
• Lasch, C. (1979). The culture of narcissism: American life in an age of diminishing expectations. New York: W. W. Norton.
   Google Scholar
• Lasch, C. (1995). The revolt of the elites: And the betrayal of democracy. New York: W. W. Norton.
   Google Scholar
• Law, J. (2004). After method: Mess in social science research. London: Routledge.
   Google Scholar
• Leopold, A. (1949/1966). A sand county almanac: With essays on conservation from round river. New York: Ballantine Books.
   Google Scholar
• Lingis, A. (2007). The first person singular. Evanston: Northwestern University Press.
   Google Scholar
• Lotz-Sisitka, H., Fien, J., & Ketlhoilwe, M. (2013). Traditions and new niches: An overview of environmental education curriculum and learning research. In, R. Stevenson, M. Brody, J. Dillon., & A. Wals. (Eds.). International handbook of research on environmental education. (pp. 194–205). Aera, Ny: Routledge.
   Google Scholar
• Low, T. (2003). The new nature. Melbourne: Penguin Books.
   Google Scholar
• Lyotard, J.-F. (1979/1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.
   Google Scholar
• Marcuse, H. (1964). One-dimensional man: Studies in the ideology of advanced industrial society. Boston: Beacon Press. doi:10.1086/ahr/56.3.605
   Google Scholar
• McKenzie, M. (2005). Second thoughts on post-critical inquiry. Environmental Education Research, 11(4), 455–462.
   Google Scholar
• McKibben, B. (1990). The end of nature. New York: Random House.
   Google Scholar
• McLuhan, M. (1964). Understanding media: The extension of man. New York: Mentor.
   Google Scholar
• Nagendra, H., Bai, X., Brondizio, E., & Lwasa, S. (2018). The urban south and the predicament of global sustainability. Nature Sustainability, 1(7), 341–349.
   Web of Science ®Google Scholar
• Nakagawa, Y., & Payne, P. (2018). Postcritical knowledge ecology in the Anthropocene. Educational Philosophy and Theory, 51(6), 559–571. doi:10.1080/00131857.2018.1485565
   Web of Science ®Google Scholar
• O’Donoghue, R. (2018). Critical theory in environmental education: A situated review of emerging critical processes for mediating learning-led change. Pesquisa em Educação Ambiental, 13, 23–41. DOI: http://dx.doi.org/10.18675/2177-580X.
   Google Scholar
• Palmer, J. (1998). Environmental education in the twenty-first century: Theory, practice, progress and promise. London: Routledge.
   Google Scholar
• Payne, P. (2002). Post-metatheorizing environmental behaviors in environmental education. Environmental Education Research, 8(3), 307–314.
   Google Scholar
• Payne, P. (2013). (Un)timely ecophenomenological framings of environmental education research. In R. Stevenson, M. Brody, J. Dillon., & A. Wals. (Eds.), International handbook of research on environmental education. (pp. 424–437). Aera, Ny: Routledge.
   Google Scholar
• Payne, P. (1994). Restructuring the discursive moral subject in ecological feminism. New York: Routledge.
   Google Scholar
• Payne, P. (1995). Ontology and the critical discourse of environmental education. Australian Journal of Environmental Education, 11, 83–106.
   Google Scholar
• Payne, P. (1997). Embodiment and environmental education. Environmental Education Research, 3(2), 133–153.
   Google Scholar
• Payne, P. (1999). Postmodern challenges and modern horizons: Education ‘for being for the environment. Environmental Education Research, 5(1), 5–34.
   Google Scholar
• Payne, P. (2005a). Lifeworld and textualism: Reassembling the researcher/ed and ‘others. Environmental Education Research, 11 (4), 413–431.
   Google Scholar
• Payne, P. (2005b). Ways of doing’ learning, teaching and researching. Canadian Journal of Environmental Education, 10, 108–124.
   Google Scholar
• Payne, P. (2006a). Environmental education and curriculum theory. Journal of Environmental Education, 37(2), 25–35.
   Google Scholar
• Payne, P. (2006b). The technics of environmental education. Environmental Education Research, Special edition: Researching education and the environment; Retrospect and prospect, 12(3–4), 487–502.
   Google Scholar
• Payne, P. (2010). The globally great moral challenge: Ecocentric democracy, values, morals, and meaning. Environmental Education Research, 16(1), 153–171.
   Web of Science ®Google Scholar
• Payne, P. (2012). Framing research: Conceptualization, contextualization, representation and legitimization. Pesquisa em Educação Ambiental, 4(2), 49–77.
   Google Scholar
• Payne, P. (2014). Vagabonding slowly: Ecopedagogy, metaphors, figurations, and nomadic ethics. Canadian Journal of Environmental Education, 19, 47–69.
   Google Scholar
• Payne, P. (2015). Slow ecopedagogy and critical curriculum action. Australian Journal of Environmental Education, 31(2), 129–165.
   Web of Science ®Google Scholar
• Payne, P. (2018a). Ecopedagogy as/in scapes: Theorizing the issue, ‘what next?’, Metamethodology, assemblages. The Journal of Environmental Education, 49(2), 177–191.
   Web of Science ®Google Scholar
• Payne, P. (2018b). The framing of ecopedagogy as/in scapes: Methodology of the issue. The Journal of Environmental Education, 49 (2), 71–87.
   Web of Science ®Google Scholar
• Payne, P. (2018c). Early years education in the Anthropocene: An ecophenomenology of children’s experience. In M. Fleer & B. van Oers (Eds.), International handbook of early childhood education. (pp. 117–160). Dordecht: Springer.
   Google Scholar
• Payne, P. (Ed.). (2016). Special issue: The politics of policy in education for sustainable development. The Journal of Environmental Education, 47(2), 69–178.
   Web of Science ®Google Scholar
• Peters, M., Tesar, M., & Jackson, L. (2018). After postmodernism in educational theory? A collective writing experiment and thought survey. Educational Philosophy and Theory, 50(14), 1299–1307.
   Web of Science ®Google Scholar
• Pinar, W., & Reynolds, W. (Eds.). (1992). Understanding curriculum as phenomenological and deconstructed text. New York: Teachers College Press. doi:10.1086/ahr/77.5.1500
   Google Scholar
• Rekret, P. (2016). A critique of new materialism: Ethics and ontology. Subjectivity, 9(3), 225. doi:10.1057/s41286-016-0001-y
   Web of Science ®Google Scholar
• Rekret, P. (2018). The posthumanist tabula rasa. Research in Education, 101(1), 25–29. doi:10.1177/0034523718792162
   Web of Science ®Google Scholar
• Robottom, I. (1984). Why not education for the environment?. Australian Journal of Environmental Education, 1(1), 11–13.
   Google Scholar
• Robottom, I. (Ed.). (1987). Environmental education: Practice and possibility. Geelong: Deakin University Press.
   Google Scholar
• Robottom, I., & Hart, P. (1993). Research in environmental education: Engaging the debate. Geelong: Deakin University Press.
   Google Scholar
• Rodrigues, C. (Ed.) (2020). Global politics of knowledge production in EER: ‘New’ theory and North-South representations. The Journal of Environmental Education, 51/(2).
   Google Scholar
• Russell, C. (2005). Whoever does not write is written’: The role of ‘nature’ in post-post approaches to environmental education research. Environmental Education Research, 11(4), 433–443.
   Google Scholar
• Sauve, L. (1999). Environmental education between modernity and postmodernity: Searching for an integrating educational framework. Canadian Journal of Environmental Education, 4, 9–35.
   Google Scholar
• Sauve, L. (2005). Currents in environmental education: Mapping a complex and evolving pedagogical field. Canadian Journal of Environmental Education, 10, 11–37.
   Google Scholar
• Sayer, A. (2000). Realism and social science. London: Sage.
   Google Scholar
• Schoenfeld, C. (1969). What’s new about environmental education?. The Journal of Environmental Education, 1(1), 1–4.
   Web of Science ®Google Scholar
• Schwab, J. (1970/1978). The practical: A language for curriculum. In I. Westbury & N. Wilkof (Eds.), Science, curriculum, and liberal education: Selected essays. Chicago: The University of Chicago Press.
   Google Scholar
• Seed, J., Macy, J., Fleming, P., & Naess, A. (1988). Thinking like a mountain: Towards a council of all beings. London: Heretic Books.
   Google Scholar
• Sharp, G. (1985). Constitutive abstraction and social practice. Arena, 70, 48–83.
   Google Scholar
• Sharp, G. (1992). Intellectual interchange and social practice. Arena, 99/100, 188–215.
   Google Scholar
• Sharp, G. (2002). The idea of the intellectual and after. In, S. Cooper, J. Hinkson, & G. Sharp (Eds.), Scholars and entrepreneurs: The university in crisis. (pp. 183–206). Rlton, Melbourne: Arena Publications. doi:10.1086/ahr/77.2.575-a
   Google Scholar
• Smyth, J. (Ed.). (1995). Academic work: The changing labour process in higher education. Buckingham, UK: Society for Research into Higher Education and Open University Press.
   Google Scholar
• Soper, K. (1995). What is nature? Oxford: Blackwell. doi:10.1038/378364a0
   Google Scholar
• Soule, M. & Lease, G. (Eds.). (1995). Reinventing nature? Responses to postmodern deconstruction. Washington: Island Press.
   Google Scholar
• Springer, S., de Souza, M. L., & White, R. (Eds.). (2016). The radicalization of pedagogy: Anarchism, geography, and the spirit of revolt. New York: Rowman & Littlefield.
   Google Scholar
• Srnicek, N. (2017). Platform capitalism. Cambridge: Polity Press.
   Google Scholar
• Stables, A. (2001). Language and meaning in environmental education: An overview. Environmental Education Research, 7(2), 121–128.
   Google Scholar
• Stanczyk, P. (2012/2018). Critical pedagogy and engaged research: Ideology, interests and naivety. Ars Educandi, 9, 59–80. doi:10.26881/ae.2012.09.04
   Google Scholar
• Tanner, T. (1980). Significant life experiences: A new research area in environmental education. Journal of Environmental Education, 11(4), 20–24.
   Web of Science ®Google Scholar
• Thompson, M. (2017). What is critical theory?. In, M. Thompson (Ed.), The palgrave handbook of critical theory. New York: Palgrave Macmillan US.
   Google Scholar
• Toadvine, T. (2009). Merleau-Ponty’s philosophy of nature. Evanston: Northwestern University Press.
   Google Scholar
• Trigg, D. (2012). The memory of place: A phenomenology of the uncanny. Athens: Ohio University Press.
   Google Scholar
• Udall, S. (1963). The quiet crisis. New York: Avon Books.
   Google Scholar
• Westbury, I., & Wilkof, N. (Eds). (1978). Joseph J. Schwab: Science, curriculum, and liberal education. Chicago: The University of Chicago Press.
   Google Scholar
• Young, R. (1990). A critical theory of education: Habermas and our children’s future. New York: Teachers College Press. doi:10.1086/ahr/77.5.1500
   Google Scholar