Lifeworld and textualism: reassembling the researcher/ed and ‘others’

  title={Lifeworld and textualism: reassembling the researcher/ed and ‘others’},
  author={Phillip Garth Payne},
  journal={Environmental Education Research},
  pages={413 - 431}
  • P. Payne
  • Published 1 September 2005
  • Sociology
  • Environmental Education Research
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 ‘reassemble’ the researcher/ed by attending to her/his relational body and embodiment of various, often hegemonic, socially constructed environmental relations. The purpose is to reconcile body/lifeworld experiences and their sources (socio‐ecological ontology) with mind/text meaning‐making and… 
Vagabonding Slowly: Ecopedagogy, Metaphors, Figurations, and Nomadic Ethics
Critical environmental education promised a reconstructive critique of any education that reconstituted social and ecological injustices. Post-critical inquiry in environmental education research
Postcritical knowledge ecology in the Anthropocene
Abstract The always vexed relationships between philosophy, theory, methodology, empirical work and their representations and legitimations have been thrown into chaos with the belated
Early years education in the Anthropocene: an ecophenomenology of children’s experience
The intersections of early years curriculum, pedagogy, policy and their research must now confront two seemingly intractable but mutually constitutive global problems within their materially
Second thoughts on post‐critical inquiry
In reading the articles included in this volume, I was reminded of comments Paul Hart made to close a recent symposium focused on ‘(re)imagining environmental education’ (Hart, 2005a). As discussant
Critical Curriculum Theory and Slow Ecopedagogical Activism
Enacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five
Framing research: Conceptualization, contextualization, representation and legitimization
Concerns have been expressed about the identity, value and usefulness of environmental education research in the anglo-speaking North/West. As environmental education research becomes globalized,
Phenomenological Deconstruction, Slow Pedagogy, and the Corporeal Turn in Wild Environmental/Outdoor Education.
A “slow pedagogy of place” in (environmental/outdoor) education has been enacted by the two authors over the past three years in a third year under-graduate semester-long unit named Experiencing the
Teachers' stories of environmental education: blurred boundaries of professionalism, identity and curriculum
This study uses narrative inquiry to contribute to ways of valuing and utilising teachers’ personal narratives as tools for understanding their thinking and knowing in relation to the environment and
Conceptualizing the Phenomenology of Movement in Physical Education: Implications for Pedagogical Inquiry and Development
There is increased phenomenological interest, philosophical and empirical, in the meaning and meaning-making dimensions of the experience of movement in physical education (Kentel & Dobson, 2007;
Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges
This not quite ‘final’ ending of this special issue of Environmental Education Research traces a series of hopeful, if somewhat difficult and at times challenging, openings for researching


The ‘post‐post period’ and environmental education research
Described as ‘postexperimental’ and of the ‘post‐post period,’ the current moment in social science research is typified by multivoiced texts, researcher reflexivity, cultural criticism, and
Postmodern Challenges and Modern Horizons: education ‘for being for the environment‘
SUMMARY This article argues that a ‘humanly‐constructive’ critical theory of environmental education called ‘a critical ecological ontology for educational inquiry’ provides a necessary complement to
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
Embodying the Environment in Everyday Life Practices
This paper suggests ways in which ‘the environment’ needs to be reconfigured so that it better resonates with how people are experiencing politics, nature and everyday life. Through empirical
Embodiment and Environmental Education
Summary A nexus of theory and practice has occupied critical environmental educators for some time. The difficulties associated with creating a nexus that works justly ‘for the environment’ as well
An Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology, and Critical Environmental Education
This paper invites you, the reader, to co-produce meaning around the possibilities and limitations of what Gadamerian philosophy and hermeneutic phenomenology holds for environmental education
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
Critical Social Science: Liberation and Its Limits
This book is a systematic attempt to understand the circumstances in which social science can contribute to the critical assessment of social institutions. The author makes a distinctive contribution
Thinking the Environment: The Written Epistemology of Enquiry
A written "continuing conversation" is presented by researcher and pre-service teacher, now co-authors, about the meaning of the term "environment" as it appeared in a newly-released environmental
Women and Nature: Using memory-work to rethink our relationship to the natural world
Memory-work is a feminist research methodology that is used by research collectives to study socialization within the dominant values that make up a particular culture. The power of memory-work lies