81
Views
0
CrossRef citations to date
0
Altmetric
Introduction to the Past and the Future

Introduction

References

  • Alaimo, S. (2012). Bodily natures: Science, environment and the material self. Bloomington, IN: Indiana University Press. [Database]
  • Badley, G. (2019). Human (and posthuman?) dancing: An assemblage. Qualitative Inquiry, doi:10.1177/1077800419830125
  • Blaise, M. (2013). Charting new territories: Re-assembling childhood sexuality in the early years classroom. Gender and Education, 25(7), 801–817. doi:10.1080/09540253.2013.797070
  • Blaise, M. (2016). Fabricated childhoods: Uncanny encounters with the more-than- human. Discourse: Studies in the Cultural Politics of Education, 37(5), 617–626. doi:10.1080/01596306.2015.1075697
  • Blühdorn, I. (2011). The politics of unsustainability: COP15, post-ecologism, and the ecological paradox. Organization & Environment, 24(1), 34–53. doi:10.1177/1086026611402008
  • Bonnett, M. (2007). Environmental education and the issue of nature. Journal of Curriculum Studies, 39(6), 707–721. doi:10.1080/00220270701447149
  • Brown, R., Carducci, R., & Kuby, C. (Eds.). (2014). Disrupting qualitative inquiry. New York: Peter Lang.
  • Butler, J. (2005). Giving an account of oneself. New York: Fordham University Press.
  • Davies, B. (2014). Reading anger in early childhood intra-actions: A diffractive analysis. Qualitative Inquiry, 20(6), 734–741.
  • de Freitas, E. (2016). The moving image in education research: Reassembling the body in classroom video data. International Journal of Qualitative Studies in Education, 29(4), 553–572. doi:10.1080/09518398.2015.1077402
  • de Freitas, E. (2017a). Karen Barad’s quantum ontology and posthuman ethics: Rethinking the concept of relationality. Qualitative Inquiry, 23(9), 741–748. doi:10.1177/1077800417725359
  • de Freitas, E. (2017b). The biosocial subject: Sensor technologies and worldly sensibility. Discourse: Studies in the Cultural Politics of Education, 39(2), 292–308. doi:10.1080/01596306.2018.1404199
  • Dolphijn, R., & van der Tuin, I. (2012). New materialism: Interviews & cartographies, Ann Arbor, MI: Open Humanities Press.
  • Elfreich, A. (2019). Latina adolescent becomings: Interrupting (un)silenced spaces into entangled modes of resistance. Cultural Studies ↔ Critical Methodologies, 19(2), 116–125. doi:10.1177/1532708618784329
  • Ferreira, J. (2009). Unsettling orthodoxies: Education for the environment/for sustainability. Environmental Education Research, 15(5), 607–620. doi:10.1080/13504620903326097
  • Gough, N. (1987). Learning with environments: Towards and ecological paradigm for education. In I. Robottom (Ed.), Environmental education: Practice and possibility (pp. 49–68). Victoria, Australia: Deakin University Press.
  • Greenall Gough, A. (1994). Fathoming the fathers in environmental education: A feminist poststructuralist analysis (Unpublished doctoral dissertation). Deakin University,
  • Greene, M. (2001). Variations on a blue guitar. New York, NY: Teachers College, Columbia University.
  • Haraway, D. (2003). The companion species manifesto: Dogs, people and significant otherness. Vol. 1. Chicago: Prickly Paradigm Press.
  • Hart, P., & Nolan, K. (1999). A critical analysis of research in environmental education. Studies in Science Education, 34(1), 1–69. doi:10.1080/03057269908560148
  • Hoffer, M. (2012). The veil of esteem: On seeing oneself being seen (Part three: A loan). Qualitative Inquiry, 18(4), 378–386.
  • Ihde, D. (2009). Postphenomenology, embodiment and technics. Albany, NY: SUNY Press.
  • Koro-Ljungberg, M. (2016). Reconceptualizing qualitative research: Methodologies without methodology. Los Angeles: Sage.
  • Koro-Ljungberg, M., & MacLure, M. (2013). Provocations, re-un-visions, death, and other possibilities of “data. Cultural Studies ↔ Critical Methodologies, 13(4), 219–222. doi:10.1177/1532708613487861
  • Lotz-Sisitka, H. (2009). Why ontology matters to reviewing environmental education research. Environmental Education Research, 15(2), 165–175.
  • MacLure, M. (2016). The refrain of the a-grammatical child: Finding another language in/for qualitative research. Cultural Studies ↔ Critical Methodologies, 16(2), 173–182. doi:10.1177/1532708616639333
  • Masny, D. (2012). Multiple literacies theory: Discourse, sensation, resonance and becoming. Discourse: Studies in the Cultural Politics of Education, 33(1), 113–128. doi:10.1080/01596306.2012.632172
  • Masny, D. (2016). Problematizing qualitative research: Reading a data assemblage with rhizoanalysis. Qualitative Inquiry, (8), 22. doi:10.1177/1532708616636744
  • Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. London: Routledge.
  • Payne, P. (2016). Conclusion. The Journal of Environmental Education, 47(2), 169–178. doi:10.1080/00958964.2015.1127201
  • Payne, P. (2018). Ecopedagogy as/in scapes: Theorizing the issue, assemblages, and metamethodology. The Journal of Environmental Education, 49(2), 177–188. doi:10.1080/00958964.2017.1417228
  • Pearce, C., Kidd, D., Patterson, R., Hanley, U. (2012). The politics of becoming: … Making time …. Qualitative Inquiry, 18(5), 418–426. doi:10.1177/1077800412439527
  • Reid, A., & Scott, W. (2013). Identifying needs in environmental education. In R. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International handbook of research on environmental education (pp. 518–528). New York: Routledge.
  • Reinertsen, A. (2015). A minor research and education language: Beyond critique and the imperceptible beingness of engagement; creating spaces for collective subjectivity intensities, for change, and for social justice. Qualitative Inquiry, 21(7), 623–627.
  • Reinertsen, A. (2016). Becoming earth: A post human turn in educational discourse collapsing nature/culture divides. Rotterdam, The Netherlands: Sense.
  • Reinertsen, A. (2017). The a/un/grammatical child/hood/s and writing: Nature/culture edusemiotic entangling with affective outside encounters and sustainability events to come. Qualitative Inquiry, 23(3), 240–248. doi:10.1177/1077800416643998
  • Reinertsen, A. (2018). Poetry/moments of educational justice and research: Pedagogical encounters and the production of new worldly collectivities. Qualitative Inquiry, 1–12. doi:10.1177/1077800418806615
  • Rickinson, M. (2000). Special issue: Learners and learning in environmental education: A critical review of evidence. Environmental Education Research, 7(3), 208–318. doi:10.1080/13504620120065230
  • Ringrose, J., & Rawlings, V. (2015). Posthuman performativity, gender and ‘school bullying’: Exploring the material-discursive intra-actions of skirts, hair, sluts, and poofs. Confero: Essays on Education, Philosophy and Politics, 3(2), 80–119. doi:10.3384/confero.2001-4562.150626
  • Ringrose, J., & Renold, E. (2010). Normative cruelties and gender deviants: The performative effects of bully discourses for girls and boys in school. British Educational Research Journal, 36(4), 573–596. doi:10.1080/01411920903018117
  • Robottom, I. (Ed.). (1987). Environmental education: Practice and possibility. Victoria, Australia: Deakin University Press.
  • Scott, W. (2009). Environmental education research: 30 years from Tbilisi. Environmental Education Research, 15(2), 155–164. doi:10.1080/13504620902814804
  • Smith, S., & Lloyd, R. (2019). Life phenomenology and relational flow. Qualitative Inquiry, doi:10.1177/1077800419829792
  • St. Pierre, E. (2019). Post qualitative inquiry in an ontology of immanence. Qualitative Inquiry, 25(1), 3–16. doi:10.1177/1077800418772634
  • Staunaes, D., Brøgger, K., & Krejsler, J. (Eds.). (2019). Performative approaches to education reforms. London: Routledge.
  • Stevenson, R., Brody, M., Dillon, J., & Wals, A. (Eds.). (2013). International handbook of research on environmental education. New York: Routledge.
  • Stewart, K. (2007). Ordinary affects. Durham, NC: Duke University Press.
  • Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society, 23(4), 507–529.
  • Taylor, A., Blaise, M., & Giugni, M. (2013). Haraway’s “bag lady story-telling”: Relocating childhood and learning within a “post-human landscape. Discourse: Studies in the Cultural Politics of Education, 34(1), 48–62. doi:10.1080/01596306.2012.698863
  • Taylor, C., & Dunne, M. (2011). Virtualization and new geographies of knowledge in higher education: Possibilities for the transformation of knowledge, pedagogic relations and learner identities. British Journal of Sociology of Education, 32(4), 623–641. doi:10.1080/01425692.2011.578441
  • Taylor, C., & Gannon, S. (2018). Doing time and motion diffractively: Academic life everywhere and all the time. International Journal of Qualitative Studies in Education, 31(6), 465–486. doi:10.1080/09518398.2017.1422286
  • Temper, L., McGarry, D., & Weber, L. (In press). From academic to political rigour: Insights from the ‘Tarot” of transgressive research. Ecological Economics,
  • Terada, R. (2001). Feeling in theory: Emotion after the “death of the subject .”Cambridge, MA: Harvard University Press.
  • Vagle, M., & Hofsess, B. (2016). Entangling a post-reflexivity through post-intentional phenomenology. Qualitative Inquiry, 22(5), 334–344. doi:10.1177/1077800415615617
  • van Manen, M. (2019). Uniqueness and novelty in phenomenological inquiry. Qualitative Inquiry, 1–5. doi:10.1177/1077800419829788
  • Wargo, J. (2019). Be(com)ing “in-resonance-with” research: Improvising a postintentional phenomenology through sound and sonic composition. Qualitative Inquiry, 1–7. doi:10.1177/1077800418819612
  • Wolfe, M. (2017). Refracting schoolgirls: Pedagogical intra-actions producing shame. Discourse: Studies in the Cultural Politics of Education, 38(5), 727–739.
  • Wyatt, J., & Tamas, S. (2013). Intimate (dis)connections: Research, therapy, and “real” life. Qualitative Inquiry, 19(1), 3–8. doi:10.1177/1077800412462977
  • Zabrodska, K., Linnell, S., Laws, C., & Davies, B. (2011). Bullying as intra-active process in neoliberal universities. Qualitative Inquiry, 17(8), 709–719. doi:10.1177/1077800411420668

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.