Considering research paradigms in environmental education

The benefits of qualitative, quantitative, and mixed research methodologies are often emphasized in undergraduate and graduate training about producing and analysing data. Less often discussed are the philosophies of research that can be used to explore environmental education. To help introduce students to the ways such paradigms lead to different insights and lines of inquiry, we offer a supplementary reading of a natural resource management program seen through the lenses of four different research philosophies. The program engages biological and social scientists as they work to increase native biodiversity in Hawke's Bay region of New Zealand and share successes with other regions. We argue that the benefits of training students to appreciate research possibilities via multiple research paradigms could improve the way we work together and collaborate with colleagues in other disciplines. Students are better equipped to select, develop, and defend appropriate research questions and paradigms. Also, the potential for environmental education research activity that complements project-specific data collection is great, as with most natural resource projects. In sum, improving our collective awareness of paradigmatic perspectives will help improve communication and understanding as we all work in the transformation of education, ecosystems and human communities.     

Standpoint theory,realism and the search for objectivity in the sociology of education

This paper evaluates the contribution of ‘social realism’ in resolving questions of knowledge and curriculum in the sociology of education. Social realists argue that, in the interests of educational equality, all pupils should have access to ‘powerful’ knowledge produced by specialist intellectual communities. Social realism relies upon a critique of standpoint theory, taking it to be irrealist, relativist and ignorant of the post-empiricist revolution in the philosophy of science. This paper argues however, that social realists fail to appreciate the critical realist response to the post-empiricist revolution and thereby end up critiquing a caricatured version of standpoint theory. The paper concludes that if we are concerned with restoring objectivity, in a manner that avoids both relativism and cultural elitism in school curricula, a turn away from standpoint theory in the sociology of education is not warranted and may be obstructive.     

Critical realism and school effectiveness research in Colombia: the difference it should make

This article draws on the case of academic work produced by Colombian scholars, to address the debate on the persistent failure of policy efforts to improve school effectiveness. Realist meta-theory plays a significant role in this research, because it provides a general framework to identify ontological problems and inconsistencies in empirical and theoretical positions informing policy debates in the country. The analysis focuses on the contributions and weaknesses of empiricism, structuralism and post-structuralism in the work of Colombian scholars, and concludes by arguing for the need to deploy research methodologies that study stratified emergent social processes behind observable educational outcomes.     

Animals in environmental education research

Over the past few decades, the increase in public and scholarly attention to human-animal relations has inspired an animal turn in a number of academic disciplines including environmental education research. This paper reviews the literature on animals in environmental education with respect to its theoretical foundations in critical pedagogy, ecofeminism and posthumanism, considers empirical work on formal, nonformal and informal learning spaces and discusses the implications of an animal-focused paradigm for teaching and research. In the conclusion the author suggests some areas for further inquiries from her own research and teaching experience.     

An argument for vindicating a Marxist ontology in environmental education research

Abstract

In this paper, we analyse the status and significance of adopting a Marxist ontological perspective in the field of Brazilian environmental education. We draw on the concept of labour developed by Marx, where labour is used as a category to articulate the relationships humans establish with nature and which, historically, have an impact on their living conditions. Given the ongoing process of destroying the material basis of life under a Capitalist means of production, we argue that environmental educators and researchers require refinements to the theoretical and methodological frameworks they use to understand contradictions between development and sustainability in Brazil. This includes meeting their responsibilities to help others and themselves overcome the current capitalist model governing the social and material production of life.     

The organisational impact of undertaking a professional doctorate: Forming critical leaders

Research on the impact of professional doctorates on students and their organisations has reported contested outcomes. We undertook a study to develop a causal explanation of how organisational change may, or may not, result from participation in a Doctor of Education programme (EdD). Drawing on critical realist perspectives, the research found that all the doctoral students shared professional concerns with their work colleagues. In some cases, however, this sharing fostered social relations that supported both collective meta-reflexivity and a performative collective reflexivity, and that resulted in organisational change. Variation in the students’ impact on their organisations was further connected to their organisational roles, and to the extent to which their agency aligned with organisational agendas or other external regulatory and normative systems. Strictly limited, or no, organisational change was, however, evident where collective reflexivity was seen to be restricted or to involve contestation. The article concludes that there is significant value to gain by conceiving learning on a professional doctorate not simply in terms of personal growth, but also in terms of mastering a discourse that crosses both research and professional practice and developing the capacity to draw others into that discourse in an organisationally relevant and yet critical fashion.     

ICT tools in environmental education: reviewing two newcomers to schools

United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.     

Educational action research in Singapore: to prove or improve?

The rise of educational action research amongst schools in Singapore can be attributed to the government's belief that educational research and reform can improve school performance and help Singapore keep pace with the impact of globalization. However, against a backdrop of neo-liberal educational reform where efficiency, accountability and demonstrable outcomes are valued, the underlying intent of the action research projects would seem to be inconsistent with the emancipatory intent normally associated with action research. A systematic review was conducted of 71 action research projects submitted to a local educational conference in 2006. Of concern to us is how action research has been narrowly interpreted and recruited simply as an evaluative tool with the emancipatory potential largely ignored. The paper is theoretically framed by governmentality and performativity to explore the embedded power relations that may “fabricate” the action research projects. The findings and discussions suggest a need for the government, schools and teacher-researchers to reflexively question the current expectation of action research and to be clear about its broader purpose.     

Re-valuing research in theological education*

ABSTRACT

This article explores where and how to re-value research in theological education. Robert Banks, an Australian biblical scholar and practical theologian, appealed for a re-envisioning of theological education including refocusing research with ‘missional’ application, not primarily serving academia, but also church and society. Excellent theological research values engagement and impact with local and global issues. This is consistent with a Practical Theology preference for application, and also a broader Mode 2 or triple helix impetus for academia to address government priorities and industry concerns, let alone the common good. To develop excellence in research that has value for society requires institutions and researchers to allocate time and resources, beginning with conceptualising research as important. It requires re-valuing of training and exercise of critical thinking and clear writing. Finally, it benefits from re-valuing of research collaboration, especially through academic networks and research centres.     

An exploration of future trends in environmental education research

This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social–ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.     

从本体论到实践论——马克思主义论人的方法的根本变革

哲学作为把握和理解人的特殊理论形式,在历史上经历了一个从本体论到实践论的演化过程。本体论是一种从抽象的本体出发把握和理解人的理论,实践论是一种从人身的实践出发把握和理解人的理论。从本体论到实践论,标志着哲学论人的方法发生了根本性的变化。这种变化为哲学消除了的一系列生存悖论,找到通向真实的、具体的、应然的人的道路奠定了坚实的基础。     

Navigating the complexity of qualitative research in postmodern contexts: assemblage,critical reflexivity,and communion as guides

For graduate students and other emerging qualitative researchers, the ever-evolving and sometimes conflicting perspectives, methodologies, and practices within various post-positivist frameworks (e.g. feminist, critical, Indigenous, participatory) can be overwhelming. Qualitative researchers working within postmodern contexts of multiplicity and ambiguity are tasked with working through challenges – related to methods, interpretation, and representation – throughout the research process. Through examining related literature and incorporating my own experiences, I explore ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers. Such dilemmas include incongruent interpretations between participants and researchers, and participants’ and researchers’ conflicting desires about what should be shared, intercultural (mis)interpretations, rapport issues, and conflicts between research life and home life. I consider how combining the practices of attending to assemblages, engaging in critical reflexivity, and centralizing communion may be useful in navigating relationships and ethical dilemmas in qualitative research.     

论教育研究中量化研究与质化研究的结合

在教育研究整个发展历程中,存在两种研究范式：量化研究与质化研究。本文结合这两种研究范式的历史发展,在比较它们的差异基础上,探求如何将量化研究与质化研究结合起来,以促进教育研究事业的繁荣。     

关于创新教育研究若干问题的思考

针对创新教育中存在的问题,创新教育研究应注意以下几个问题,即全方位的思维取向,大文化的研究视野和文化人类学的研究方法。三者的结合,导引出对创新教育的全方位透视和大文化审察的研究思路。     

Why innovate with education?

Pressley and Harris have correctly highlighted many unfortunate limits of educational intervention research and institutions for disseminating research reports. They have suggested useful changes in how intervention research is done, and, except possibly for their emphasis on faithful replication, they have argued correctly that the changes are feasible. Unfortunately, they represent educational intervention research as being important primarily as guidance for educational reformers. I argue that research does not guide educational intervention, and that even if it is improved in the required ways they suggest it will not guide educational innovation. Instead, the valuable function of their analysis is that it could improve the scientific quality of educational research.     

New academics,new higher education contexts: a critical perspective on professional development

New academics entering higher education are especially vulnerable if teaching in a post-colonial classroom is not foregrounded as an explicit part of their professional induction. Drawing on a study of a professional development programme for induction to teaching, this paper explicates how six new academics confront specific challenges of exclusion, marginalisation, and alienation at institutional, faculty, departmental and classroom levels. Framed by critical and social realist theory, the study uses photo voice methodology to elicit new academics' critical insights in the ‘learning to teach’ frame. The paper asserts new academics must engage in ways that make explicit the racial, gendered and class-based constraints experienced in various university spaces. While the relevance and legitimacy of current professional development programmes depends on their ability to be responsive and socially just, the study also questions whether programmes alone can challenge deep systemic constraints that are reproduced through current university structures and culture.     

Collecting sexual orientation in counseling research: Implications for counselor education

Sexual orientation is often invisible in counseling research despite increasing LGBQ+ identity in the United States. We used consensual qualitative research to explore considerations from LGBQ+ counseling researchers for collecting sexual orientation. Three domains emerged: risks, benefits, and methodological considerations. Our findings highlight inclusive research practice strategies for LGBQ+ research participants.     

A seamless blend of research and professional practice: dual coupling in engineering education

ABSTRACT

The purpose of this article is to challenge the idea of incompatibility between links to research and links to professional practice in engineering education. The concept of ‘academic drift’ is introduced, both related to drift towards theory and towards research links in the curriculum. Empirical data were collected through a case study conducted at a department in a research-intensive technical university, including semi-structured interviews with academic staff and an analysis of course syllabuses. The results show that the respondents perceive no incompatibility between including links to research and including links to professional practice in engineering education. Indeed, they state that the two aspects are mutually reinforcing and overlapping. Their rationales for incorporating such coupled links to research and professional practice include increased motivation among students and preparing them for employment. In conclusion, including research in the curriculum does not necessarily lead to academic drift; conversely, the curriculum in engineering education can consist of a seamless blend of research and professional practice.