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Slow pedagogy and placing education in post-traditional outdoor education
Time, and our experiences of it, warrants attention in ‘place’ pedagogies in outdoor education. Place typically involves the experience of a geographical location, a locale for interacting socially
Environmental Education and Curriculum Theory
Recent reviews of environmental education (EE) research converge with pedagogical trends in the education literature to situated and constructivist learning and the need for greater researcher
Identity and Environmental Education
In exploring the relevance of 'identity' and its politics to environmental education research, this article describes how issues pertaining to personal identity might be understood, both conceptually
On The Construction, Deconstruction and Reconstruction of Experience in ‘Critical’ Outdoor Education
Experience is at the historical heart of outdoor education, caring for the environment/nature is a new moral imperative for ‘critical’ outdoor education, yet the activity basis of the outdoor/nature
The Significance of Experience in SLE Research
SUMMARY ’Experience’ is at the root of individual, socio‐environmental existence. Inquiries into its more ‘significant’ moments and episodes have arrived at a potentially important body of knowledge
Lifeworld and textualism: reassembling the researcher/ed and ‘others’
This response to McKenzie’s ‘post‐post’ concerns about environmental education research draws upon empirical, conceptual, anecdotal, metaphorical, imaged and poetic means to help the researcher
Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: an ‘other’ form of environmental education
‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an
Childrens' Conceptions of Nature
  • P. Payne
  • Education
    Australian Journal of Environmental Education
  • 1 July 2014
This paper describes a study of sixth grade children's conceptions of nature and the environment. In so doing, it asks that environmental educators pay more attention to children's preconceived
What next? Post-critical materialisms in environmental education
The streams and currents of a braided river currently meandering through the politics of policy making for ESD are shaped by rocks lying on the marginal edges and other things lying within the
Postphenomenological Enquiry and Living the Environmental Condition
The acknowledgement of at least three “social constructions” crucially relevant to the interests of environmental education highlights the need for keener insights into thefield’s practices. These