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Shows how feminist and poststructuralist theorizing destabilizes identities and treats knowledge, including environmental knowledge, as multiple, subjective, contingent, and grounded in embodied experiences of place. Develops contingencies of environmental knowledge and examines their value for early twenty-first-century environmental education research and practice.",{"@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/the-nature-of-environmental-education-research-from-a-feminist-poststructuralist-viewpoint/597414/",{"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/the-nature-of-environmental-education-research-from-a-feminist-poststructuralist-viewpoint/597414.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What critique does the paper make of traditional environmental education discourses?","Question",{"text":112,"@type":113},"It argues that environmental education discourses have relied on persistent Cartesian dualisms that separate an “othered” category of being from a homogeneous human identity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe environmental knowledge?",{"text":117,"@type":113},"Environmental knowledge is presented as multiple, subjective, contingent, and closely tied to embodied experiences of place.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodological approach does the paper use to explore environmental knowledge?",{"text":121,"@type":113},"It uses a feminist poststructuralist research methodology and blends personal research stories with analysis to examine how future environmental education research can be shaped by these combined perspectives.","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},597414,1792190551,{"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":24,"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","The “Nature” of Environmental Education Research From a Feminist Poststructuralist Viewpoint  \nAnnette Gough, Deakin University &  \nHilary Whitehouse, James Cook University, Australia  \nAbstract  \nFor a generation or more, environmental education discourses have been constructed around persistent Cartesian dualisms of modernist thought that divide an “othered” category of being from that of a constituted homogeneous human identity. During the same period, both feminist and poststructuralist theorizing has acted to destabilize the constitution of identities, revealing knowledge, including environmental knowledge, to be multiple, subjective, contingent, and intimately tied in with embodied experiences of place. We explore some of the contingencies of environmental knowledge as revealed through a poststructuralist feminist research methodology and the place for such understandings within an early twentyfirst century vision for environmental education research and practice.  \nRésumé  \nPendant au moins une génération, les discours de l’ERE ont été construitsen fonction de dualismes cartésiens persistants issus de la pensée moderniste et opérant une séparation entre une catégorie « autre » de l’être et un ensemble constitué et homogène de l’identité humaine. Pendant cettemême période, les théoriesféministes et post-structuralistes se sont employées à déstabiliser la constitution d’identités en montrant que lesavoir, y compris le savoir environnemental, était multiple, subjectif, contingent et intimement lié à une expérience infuse des lieux. Nous explorons certaines des contingences propres au savoir environnemental, telles querévélées par une méthodologie de recherche féministe post-structuraliste.  \nNous sondons également quelle place peut être faite à de telles réflexions au sein de l’optique envisagée en ce début de XXIe siècle pour le domaine de la recherche et de la pratique de l’ERE.  \nThe rise of the global environmental movement in the 1960s coincided with the innovations of feminist theory and the contributions of European cultural theorists whose insights have come to be collected under the umbrella term of poststructuralism. As part of these contributions,“the self-fulfilling autonomous subject-acting-on-an-object . . . associated with the concurrent domination of nature, women and non-European cultures”(Conley, 1997, p. 1) came under intense scrutiny as theorists found new ways for thinking through the ecological and socio-cultural complexities of twentieth century life.  \nCanadian Journal of Environmental Education, 8, Spring 2003 31  \nThe resultant shifts in thinking emerging in the last four decades have opened up new ways for doing research in educational fields. Poststructuralism, as a movement, owes many of its original ideas to an understanding of ecological awareness, although in the “tidal ebb and flow” of these ideas, the ecological connection has not always been apparent (Conley, 1997, p. 1) . In this paper we discuss the contributions to contemporary environmental education made by both poststructuralist and feminist ideas. We argue that, at the intersection of these three major intellectual movements of the twentieth century, we can find productive methodologies for undertaking environmental education research in the twenty-first century.  \nHarding (1987) defined methodologies as theories and analyses of how research should proceed. We have used feminist poststructuralist research methodology for a number of years to research alternatives for thinking through constitutions of environmental knowledge (Davies & Whitehouse, 1997; Whitehouse, 2000, 2001, 2002) and the subjects of international environmental education teaching and research (Gough, 1994, 1997a, 1999a, 1999b) . An important contribution of poststructuralist thinking is that it brings into focus the subject of subjectivity to consider the ways in which we experience ourselves within space, place, and time (Probyn, 2003) . The contribution of femini","cbCaib5x3DyvnThy","https://ap.wps.com/l/cbCaib5x3DyvnThy","pdf",145959,13,"English","# Abstract\n# Theoretical framework and research approach\n## Feminist poststructuralist methodology\n## Implications for environmental education research","[{\"question\":\"What critique does the paper make of traditional environmental education discourses?\",\"answer\":\"It argues that environmental education discourses have relied on persistent Cartesian dualisms that separate an “othered” category of being from a homogeneous human identity.\"},{\"question\":\"How does the paper describe environmental knowledge?\",\"answer\":\"Environmental knowledge is presented as multiple, subjective, contingent, and closely tied to embodied experiences of place.\"},{\"question\":\"What methodological approach does the paper use to explore environmental knowledge?\",\"answer\":\"It uses a feminist poststructuralist research methodology and blends personal research stories with analysis to examine how future environmental education research can be shaped by these combined perspectives.\"}]","The “Nature” of Environmental Education Research From a Feminist Poststructuralist Viewpoint | PDF",1792084965,33]