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The projects focus on teacher education and curriculum development in environmental education, using participatory reflective practice processes across formal school contexts and informal community education, situated in developing-country conditions. The discussion addresses power in research agendas, the role of partnerships, participants’ preconceptions, rigor, colonial dilemmas, and broader technocratic rationality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-participatory-research-in-environmental-education-some-issues-for-methodology/597419/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-participatory-research-in-environmental-education-some-issues-for-methodology/597419.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What methodological issues does the article address in participatory research for environmental education?","Question",{"text":112,"@type":113},"It discusses whose research agenda is explored, the importance of project partnerships, participants’ preconceptions about research, and what “rigor” means in participatory research. It also covers a colonialist dilemma and the broader role of technocratic rationality in participatory research.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors connect their research projects to “praxis of project research”?",{"text":117,"@type":113},"They reflect on methodological issues arising from two of their own projects, treating them as practice. The projects function as participatory reflective practice processes linked to teacher education and curriculum development.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the focus of the AusLinks project described in the article?",{"text":121,"@type":113},"The AusLinks project centers on building capacity in environmental education for South Africa’s tertiary educators. It is described as funded by AusAID and taking place in 1998–1999 in post-apartheid South Africa.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597419,1792165670,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Reflecting on Participatory Research in Environmental Education: Some Issues for Methodology  \nIan Robottom, Deakin University, Australia &  \nLucie Sauvé, Université du Québec à Montréal, Canada  \nAbstract  \nWe reflect on methodological issues arising in two of our own research projects as a form of practice, as a way of engaging in a praxis of project research. The projects chosen for this purpose are themselves concerned with teacher education and curriculum development in environmental education: they include participatory “reflective practice” processes in exploring issues relating to formal education in schools and informal education in communities and are grounded in the specific contexts of developing countries. We discuss issues in participatory research such as:  \n• Whose research agenda gets to be explored?  \n• The importance of project partnerships  \n• Participants’preconceptions about the nature of research  \n• What is “rigor” in participatory research in environmental education?  \n• The Colonialist Dilemma: Avoiding the “package or perish” mentality  \n• The Bigger Picture: Technocratic Rationality and Participatory Research.  \nRésumé  \nNous présentons dans cet article un ensemble de réflexions d’ordre méthodologique qui ont émergé de notre propre praxis de recherche, en nous penchant davantage sur deux projets que nous avons menés dans un contexte de coopération internationale. Ces projets concernent le développement curriculaire et la formation des enseignants et animateurs en éducation relative à l’environnement ; ils se caractérisent par un souci de contextualisation et par l’adoption d’un processus participatif de pratique réflexive associé à l’exploration de problématiques relatives à l’éducation formelle en milieu scolaire et à l’éducation non formelle en milieu communautaire. A la lumière de ces projets, nous abordons les questions suivantes qui ont trait à la recherche participative en éducation relative à l’environnement:  \n• le partage des pouvoirs dans le processus de recherche : qui décide quo et pourquoi?;  \n• le rôle et la signification du partenariat de recherche;  \n• les conceptions initiales de la recheche chez les participants : un défi de changement;  \n• la notion de « rigueur » : à la recherche de critères;  \n• l’enjeu colonialiste du « dumping » de matériel deformation;  \n• une problématique globale : la rationalité technocratique et la recherche participative.  \nCanadian Journal of Environmental Education, 8, Spring 2003 111  \nTowards a Praxis of Research in Environmental Education  \nAt various times we have advocated the adoption of reflective practice in professional development in environmental education (Robottom, 1993, 2000; Robottom & Kyburz-Graber, 2000; Sauvé & Orellana, 2002) . We have been involved in projects that seek to promulgate such an approach. We believe that reflective practice is especially important in the field of environmental education, which is “doubly idiosyncratic”: the subject matters of environmental education are socially constructed and tend to be highly political in nature; and this in turn poses pedagogical and curricular difficulties in a field whose early history tended to favour the more “objective” subject matters of (environmental) science content. In environmental education, the subject weare engaging educationally is not the environment per se , but the web of relationships among people and the environment (between persons, their social group, and the environment) (Sauvé, 2001) . The complexity of the task calls for a deep psycho-social transformation, for the development of complex reflexive and action competencies, while most often addressing very complex socio-environmental issues which are inevitably shaped by human beliefs, values, and interests. It is the inevitable presence of these human beliefs, values, and interests in the subject matters of environmental education that imposes a special need for a reflective form of professional practice.  \nI","cbCaio5dUg0BQCq2","https://ap.wps.com/l/cbCaio5dUg0BQCq2","pdf",179585,18,"English","# Abstract\n## Participatory research methodology issues\n## Praxis of reflective practice in environmental education\n## Australia/South Africa Institutional Links (AusLinks) project background\n## Geographical and socio-political context","[{\"question\":\"What methodological issues does the article address in participatory research for environmental education?\",\"answer\":\"It discusses whose research agenda is explored, the importance of project partnerships, participants’ preconceptions about research, and what “rigor” means in participatory research. It also covers a colonialist dilemma and the broader role of technocratic rationality in participatory research.\"},{\"question\":\"How do the authors connect their research projects to “praxis of project research”?\",\"answer\":\"They reflect on methodological issues arising from two of their own projects, treating them as practice. The projects function as participatory reflective practice processes linked to teacher education and curriculum development.\"},{\"question\":\"What is the focus of the AusLinks project described in the article?\",\"answer\":\"The AusLinks project centers on building capacity in environmental education for South Africa’s tertiary educators. It is described as funded by AusAID and taking place in 1998–1999 in post-apartheid South Africa.\"}]","Reflecting on Participatory Research in Environmental Education - Some Issues for Methodology | PDF",1792084973,45]