Participating in Research Symposia: Tales of Reinscription, Disruption, and Inclusivity

Abstract

Having participated in both the New Zealand Association for Environmental Education (NZAEE) and Australian Association for Environmental Education (AAEE) Research Symposia of 2016, the authors provide a critical analysis of the opportunities provided during these symposia for researchers to position themselves within the environmental education field. Each symposium is analysed in terms of its purpose and program structure, and the opportunities for researchers to communicate and share their ideas, build their research community, and frame their field. It was found that there were spaces for researchers to reinscribe the structures and practices of the environmental education field, but less space for its disruption. Furthermore, it seemed that there were some voices from the edge who were unintentionally silenced to some degree; for example, emerging researchers, women, and Indigenous people. It is recommended that symposia organisers and delegates give careful consideration to these spaces for disruption and to inclusivity when planning and attending future symposia.

Understanding Barriers to Participation in Environmental Education Conferences among Environmental Education Society Members in Asia

“…Conference attendance has several purposes. Birdsall and White (2018) found that conferences allow for critical discussion about research ideas and for allowing participants to help guide the direction of research in the academic field. Hart et al (2004) reported that conferences provide an opportunity to discuss methodological issues and research results, establish relationships among researchers and research themes, and provide opportunities for professional development.…”