Skip to main content Accessibility help

Interrogating Silence: Environmental Education Research as Postcolonialist Textwork

  • Noel Gough (a1)


In December 1997 I was privileged—and very pleasantly surprised—to receive the inaugural Allen Strom Eureka Prize for Environmental Education for ‘environmental education research of a substantive nature which contributes to professional thinking and practice’. According to the program for the prize-giving ceremony, I was awarded the prize ‘for research on recent cultural and philosophical movements, such as postmodernism, which has translated and applied complex social theories to theory and practice in environmental education’.

I want to take this opportunity to repeat my thanks to the New South Wales Environment Protection Authority for their generous sponsorship of this prize. I offer these thanks not only as an individual recipient but also on behalf of the wider Australian environmental education community. I see particular significance in the Allen Strom Eureka Prize for Environmental Education being awarded in a suite that includes separate prizes for environmental research and environmental journalism. This helps to distinguish our field from other disciplines with which it is sometimes confused. My own research emphasises that environmental education is not just another type of environmental study but more a form of cultural and media literacy.



Hide All
Brink, A. 1998, ‘Interrogating Silence: New Possibilities Faced by South African Literature’, in Attridge, D. & Jolly, R. (eds) Writing South Africa: Literature, Apartheid, and Democracy, 1970-1995, Cambridge University Press, Cambridge, pp. 1428.
Chawla, L. 1999, ‘An Assessment of Growing Up in Cities: An Environmental Education Program for Children in Johannesburg, South Africa. Proposal for a paper accepted for presentation at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, USA, 24-28 04 2000. http://35-8.171.245/aera/index.wsf
Derrida, J. 1972, ‘Discussion: Structure, Sign and Play in the Discourse of the Human Sciences’, in Macksey, R. & Donato, E. (eds) The Structuralist Controversy, The Johns Hopkins University Press, Baltimore, pp. 230241.
Dolby, N. 1999, ‘“I'm not coming out until I paint my skin black”: The Experiences of White Students in a Predominantly Black High School in South Africa’, Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne: 28 11-2 December.
Gough, N. 1994, ‘Playing at Catastrophe: Ecopolitical Education after Poststructuralism’, Educational Theory, vol. 44, no. 2, pp. 189210.
Gough, N. 1996, ‘Virtual Geography, Video Art and the Global Environment: Postmodernist Possibilities for Environmental Education Research’, Environmental Education Research, vol. 2, no. 3, pp. 379389.
Gough, N. 1997a, ‘Globalisation and Environmental Education: A View from the Wouth’, Southern African Journal of Environmental Education, vol. 17, pp. 4046.
Gough, N. 1997b, ‘Weather™ Incorporated: Environmental Education, Postmodern Identities, and Technocultural Constructions of Nature’, Canadian Journal of Environmental Education, vol. 2, pp. 145162.
Gough, N. 1998a, ‘All Around the World: Science Education, Constructivism, and GlobaliSation’, Educational Policy, vol. 12, no. 5, pp. 507524.
Gough, N. 1998b, ‘Playing with Wor(l)ds: Science Fiction as Environmental Literature’, in Murphy, P. D. (ed), Literature of Nature: An International Sourcebook, Fitzroy Dearborn, Chicago and London, pp. 409414.
Gough, N. 1999a, ‘Globalisation and School Curriculum Change: Locating a Transnational Imaginary’, Journal of Education Policy, vol. 14, no. 1, pp. 7384.
Gough, N. 1999b, ‘Rethinking the Subject: (De)constructing Human Agency in Environmental Education Research’, Environmental Education Research, vol. 5, no. 1, pp. 3548.
Gough, N. 1999c, ‘Troubling “freedom”: Silences in Post-Apartheid Environmental Education’, Southern African Journal of Environmental Education, vol. 19.
Gough, N. 2000, ‘Locating Curriculum Studies in the Global Village’, Journal of Curriculum Studies, vol. 32, no. 2, pp. 329342.
Harding, S. 1994, ‘Is Science Multicultural? Challenges, Resources, Opportunities, Uncertainties’, Configurations: A Journal of Literature, Science, and Technology, vol. 2, no. 2, pp. 301330.
Hawthorne, S. 1999, ‘Connectivity: Cultural Practices of the Powerful or Subversion from the Margins?’, in Hawthorne, S. & Klein, R. (eds), CyberFeminism: Connectivity, Critique and Creativity, Spinifex Press, North Melbourne, pp. 119133.
Jolly, R. & Attridge, D. 1998, ‘Introduction’, in Attridge, D. & Jolly, R. (eds), Writing South Africa: Literature, Apartheid, and Democracy, 1970-1995, Cambridge University Press, Cambridge, pp. 113.
Kanjee, A. 1999, ‘Assessment Research’, in Terre, B. M. & Durrheim, K. (eds), Research in Practice: Applied Methods for the Social Sciences, University of Cape Town Press, Cape Town, pp. 287306.
Lotz, H. 1999, Developing Curriculum Frameworks. Book 1: An Enabling Orientation Southern African Development Community Regional Environmental Education Programme, Howick
Miller, S. I. 1998, ‘Response: Coloring within and outside the Lines: Some Comments on Scheurich and Young's “Coloring epistemologies: are our research epistemologies racially biased?”’, Educational Researcher, vol. 27, no. 9, pp. 2326.
Said, E. W. 1978, Orientalism, Routledge and Kegan Paul, London.
Saunders, C. & Southey, N. 1998, A Dictionary of South African History, David Philip, Cape Town and Johannesburg.
Scheurich, J. J. & Young, M. D. 1997, ‘Coloring Epistemologies: Are our Research Epistemologies Racially Biased?’, Educational Researcher, vol. 26, no. 4, pp. 416.
Scheurich, J. J. & Young, M. D. 1998, ‘Rejoinder: In the United States of America, in both our Souls and our Services, we are Avoiding White Racism’, Educational Researcher, vol. 27, no. 9, pp. 2732.
Shiva, V. 1993, Monocultures of the Mind, Third World Network, Penang, Malaysia.
Smith, L. T. 1999, Decolonising Methodologies: Research and Indigenous Peoples, Zed Books and Dunedin, University of Otago Press, London and New York.
Stoicheff, P. 1991, ‘The Chaos of Metafiction’, in Hayles, N. K. (ed), Chaos and Order: Complex Dynamics in Literature and Science, University of Chicago Press, Chicago, pp. 8599.
Turnbull, D. 1997, ‘Reframing Science and other Local Knowledge Traditions’, Futures, vol. 29, no. 6, pp. 551562.
Tyson, C. A. 1998, ‘A Response to “Coloring epistemologies: Are our research epistemologies racially biased?”’, Educational Researcher, vol. 27, no. 9, pp. 2122.
Unterhalter, E. 1999, ‘The Schooling of South African Girls’, in Heward, C., & Bunwaree, S. (eds), Gender, Education and Development: Beyond Access to Empowerment, Zed Books, London and New York, pp. 4964.
Van Maanen, J. 1995, ‘An End to Innocence: The Ethnography of Ethnography’, in Maanen, J. Van (ed), Representation in Ethnography, Sage Publications, Thousand Oaks CA, pp. 135.
Wadsworth, Y. 1991, Everyday Evaluation on the Run, Action Research Issues Association, Melbourne.


Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed