Critical place as a fluid margin in post-critical environmental education

Yoshifumi Nakagawa, Phillip Garth Payne

Research output: Contribution to journalArticleResearchpeer-review

16 Citations (Scopus)


Positive claims about place pedagogy in education are problematized through this small-scale interpretive study of internationally mobile students experiences of outdoor environmental education. Of specific interest in this empirical study of learners pedagogically constructed experiences of place are the fluid subjectivities, cultural dispositions, environmental consciences, and ecological assumptions they already bring `globally to the `place of the educational intervention, and the hybrid `splaces we conclude they then temporarily embody - at least, during and after the experience. The study empirically advances an ongoing need for post-critical inquiry in environmental research by incorporating a range of theoretical and conceptual resources that work the boundaries, `margins , and tensions that lie somewhere `in-between the spatially projected place/local and planet/global discourses.
Original languageEnglish
Pages (from-to)149 - 172
Number of pages24
JournalEnvironmental Education Research
Issue number2
Publication statusPublished - 2015

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