Environmental education policy research – challenges and ways research might cope with them

Læssøe, Jeppe; Feinstein, Noah Weeth; Blum, Nicole

doi:10.4324/9780203732359-14

Cited by 5 publications

(6 citation statements)

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“…Nevertheless, to return to the collection, as Læssøe et al . (2013) show, not only should we expect and appreciate complications, divided loyalties, compromises and breakdowns, our own work can be self‐reflexive about intentions and estrangements in discourses and positionings—and policy ecologies. This particular international research team on ESD policy and climate change invites us to consider: ‘researchers’ reservations towards co‐operating with policy institutions and getting involved in the construction of often narrow policy agendas, … ESE researchers [are called] to be neither exclusively critically detached, nor naively involved' (cited in Van Poeck and Lysgaard, 2018, p. 17).…”

Section: On Found Families the Quest For Resemblances And Why Bastarmentioning

confidence: 99%

Researching Environmental and Sustainability Education Policy: Slumbers and Awakenings

Reid

2020

Journal of Philosophy of Education

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This article offers a series of reflections based on a recent edited collection, Environmental and Sustainability Education Policy: International Trends, Priorities and Challenges. As one of its editors, here I bring together key features of the collection and themes pertinent to this emerging field of scholarship, to offer some way-markers for possible future research avenues. Taken together, I trust these observations might help others navigate what we encountered in policy studies and practice development, and illuminate various blank, blind, bald and bright spots for research and policy in both environmental and sustainability education, and related fields of inquiry. • 'blank spots'-those topics about which 'we know enough to question, but not to answer'

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Section: On Found Families the Quest For Resemblances And Why Bastarmentioning

confidence: 99%

Researching Environmental and Sustainability Education Policy: Slumbers and Awakenings

Reid

2020

Journal of Philosophy of Education

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“…A possible solution is to alternate the degrees of proximity and distance during different periods of a research project (Albinsson, 2015). Laessøe et al (2013) highlight the concept of a "critical friend" as a way to explain to practitioners what role the researcher's critique can play in an interactive project.…”

Section: Theme 2: Conceptualise and Formulate Research Problems In Comentioning

confidence: 99%

“…A possible solution is to alternate the degrees of proximity and distance during different periods of a research project (Albinsson, 2015). Læssøe et al (2013) highlight the concept of a “critical friend” as a way to explain to practitioners what role the researcher’s critique can play in an interactive project. According to Læssøe et al , a true friend is not someone who always agrees with you but rather someone who dares to criticise you and challenge your notions about yourself and your situation.…”

Section: Review Of Prior Research On Competence In Interactive Researchmentioning

confidence: 99%

Exploring the work and competence of interactive researchers

Johansson

Wallo

2019

JMTM

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Purpose The purpose of this paper is to provide insight into the competence in use when working with interactive research, which is a continuation and elaboration of action research. Design/methodology/approach A qualitative research approach was adopted for the study. The main body of empirical material in this paper is based on two sources of data – a survey comprising open-ended questions, followed by a series of focus group interviews. The respondents were researchers with varying degrees of experience in using interactive research. Findings The findings provide illustrations of what characterises interactive research as work and identify an additional set of activities that go beyond traditional research activities. Some activities are relatively easy to describe, while others exist in the gaps between other activities – e.g. boundary spanning – and are harder to explicitly define in terms of implications for the involved researchers’ competence. The work activities reaching beyond the traditional research boundaries are implicit and are not a common shared practice. From a competence point of view, this implies that the competence in use for these implicit tasks of interactive research becomes individually carried. Based on these findings, a number of individual aspects of what constitutes competence in use are suggested. Research limitations/implications In future studies, it would be valuable to use a mixed-method approach that also includes longitudinal observations of the actual work of conducting interactive research. Practical implications The findings and suggestions for how to understand the competence of interactive researchers can be used as guidance for training in research education. Originality/value This study contributes to previous research by describing important requirements and critical elements of competence in use when conducting interactive research.

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“…For instance, the specificity of ESE and particularly the deep concerns about the far-reaching implications of sustainability challenges highlights the importance of 'engaged research' and, in so being, can put relevant ethical and deontological issues on the agenda of (educational) policy research (e.g. , Stevenson 2006;Laessøe et al 2013). Relatedly, the concerns about the consequences of sustainability problems and the undeniable materiality of the latter can challenge certain ideas and perspectives in philosophy of education, (social) constructivism and critical theory by revealing the need to move beyond an exclusive focus on discourse and language and to seriously take the material context of sustainability debates into account.…”

Section: At the Crossroads Of Academic Fields: Routes Into And Out Ofmentioning

confidence: 99%

The roots and routes of environmental and sustainability education policy research

Lysgaard¹,

Poeck²,

Reid³

2018

Environmental and Sustainability Education Policy

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Environmental education policy research – challenges and ways research might cope with them

Cited by 5 publications

References 0 publications

Researching Environmental and Sustainability Education Policy: Slumbers and Awakenings

Researching Environmental and Sustainability Education Policy: Slumbers and Awakenings

Exploring the work and competence of interactive researchers

The roots and routes of environmental and sustainability education policy research

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