Collectively engaging with theory in environmental education research

Yoshifumi Nakagawa, Blanche Verlie, Misol Kim

Research output: Contribution to journalArticleResearchpeer-review


In this article, we collectively explore the significance of engaging with theory in environmental education research. Inspired by Jackson and Mazzei's (2011) postqualitative research methodology, each researcher provides a short sample of engaging with his/her chosen theoretical concept for one shared data source. Through our three individual theoretical engagements with a short video, we collectively demonstrate that the data may be enacted in different ways, based on the theoretical concept that is engaged. This may potentially actualise multiple different and partial realities of the researched, and by decentring the researcher, this can also rework humanist epistemologies. We suggest that non-researcher-centred and/or non-anthropocentric actualising may contribute to more sustainable relationships in environmental education and its research, not only between the researcher and the researched, but also among the researchers.

Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalAustralian Journal of Environmental Education
Issue number1
Publication statusPublished - Mar 2020


  • collective research methodology
  • environmental activism
  • Postqualitative research
  • sustainable research relationships

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