- Title
- Introduction “New” theory,“post” North-South representations, praxis
- Creator
- Rodrigues, Cae
- Creator
- Payne, Phillip G
- Creator
- Grange, Lesley L
- Creator
- Carvalho, Isabel C
- Creator
- Steil, Carlos A
- Creator
- Lotz-Sisitka, Heila
- Creator
- Linde-Loubser, Henriette
- Subject
- To be catalogued
- Date Issued
- 2020
- Date
- 2020
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/182736
- Identifier
- vital:43858
- Identifier
- xlink:href="https://doi.org/10.1080/00958964.2020.1726265"
- Description
- At a recent academic conference in the South, nine of us grappled for four days with these “old” questions and their presence within the “new” discourse of “post” environmental education research. We struggled for an additional six-month period of email exchange to see and feel these questions in our own research. That slow, rich, and deeper academic exchange between us culminated in a research agenda, partially (re)presented in a collectively constructed Mindmap (Figure 1), for critiquing the post/new whose framing is described in the remainder of this Introduction to the politics of knowledge production. That politic of slowly and judiciously engaging a collective form of criticism culminates in identifying the research problem, and questions, of this Special Issue (SI) about the role and place of allegedly new theory in the global discourse of allegedly post environmental education research. This specially assembled issue of The Journal of Environmental Education (JEE) is our best effort to (partially) represent a considerable amount of thought about the challenge presented by “post” and “new” Western thought. In translating our collective thought processes to a SI, we anticipate the reflexivity of the field will be critically advanced through engaging a number of emerging debates (Robottom and Hart, 1993) identified in the following pages of this Introduction, and in three “sample” articles specially written by Isabel Carvalho, Carlos Steil and Francisco Abraão Gonzaga, Louise Sund and Karen Pashby, and Phillip Payne, and an “in process” Conclusion written by Cae Rodrigues. There remains much work to do. This SI is only a start of reengaging overdue debates about the post (Hart, 2005).
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (17 pages)
- Format
- Publisher
- Taylor and Francis Online
- Language
- English
- Relation
- The Journal of Environmental Education
- Relation
- Rodrigues, C., Payne, P.G., Grange, L.L., Carvalho, I.C., Steil, C.A., Lotz-Sisitka, H. and Linde-Loubser, H., 2020. Introduction:“New” theory,“post” North-South representations, praxis. The Journal of Environmental Education, 51 (2), 97-112
- Relation
- The Journal of Environmental Education volume 51 number 2 p. 97 2020 1940-1892
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
- Rights
- Open Access
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Collections
RU DST/NRF SARChI for Global Change Social Learning Systems Development: Transformative Learning and Green Skills Learning (ELRC)
Lotz-Sisitka, Heila (Distinguished Professor)
RU Department of Education
SDG 04. Quality Education
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|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Introduction“New” theory,“post” North-South representations, praxis.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |