Lifeworld and textualism: reassembling the researcher/ed and ‘others’

Research output: Contribution to journalArticleResearchpeer-review

28 Citations (Scopus)


This response to McKenzie’s ‘post-post’ concerns about environmental education research draws upon empirical, conceptual, anecdotal, metaphorical, imaged and poetic means to help the researcher ‘reassemble’ the researcher/ed by attending to her/his relational body and embodiment of various, often hegemonic, socially constructed environmental relations. The purpose is to reconcile body/lifeworld experiences and their sources (socio-ecological ontology) with mind/text meaning-making and representational strategies (epistemology) in methodologically advancing the capacity and claims of researchers to legitimize and politicize the aims, methods and consequences of their research. The paper concludes with the contours of a ‘post-critical’ map for environmental education research.

Original languageEnglish
Pages (from-to)413-431
Number of pages19
JournalEnvironmental Education Research
Issue number4
Publication statusPublished - 1 Jan 2005
Externally publishedYes

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