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Evolution or Revolution in EE/SE Research? A Collaborative Dialogue From First-Year PhD Students

  • Kim Beasy (a1), Leah Page (a1), Sherridan Emery (a1) and Ian Ayre (a1)


The AAEE 2014 research symposium in Hobart provided a privileged space for researchers and practitioners within environmental education and sustainability education (EE/SE) to come together and create dialogues about education for sustainability research. This essay is a critical reflection from postgraduate researchers about the symposium and the EE/SE research landscape more broadly. The authors interrogate contemporary research frameworks and practices, and deliberate on how current perceptions enable and inhibit performance within EE/SE research. The authors ask provocative questions and encourage readers to imagine for themselves what a new research landscape, freed of calcified frameworks and entrenched systems, might look like. The essay then draws on an ecological systems perspective as a means of reimagining EE/SE research within a more emergent landscape that values inclusivity, democracy, collaborative inquiry and curiosity.


Corresponding author

Address for correspondence: Kim Beasy, PhD Candidate, Locked Bag 1365, Faculty of Education, University of Tasmania, Newnham, LauncestonTAS 7248, Australia. Email


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Australian Journal of Environmental Education
  • ISSN: 0814-0626
  • EISSN: 2049-775X
  • URL: /core/journals/australian-journal-of-environmental-education
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