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In this essay, we argue that postqualitative inquiry is not a useful descriptor for environmental education research and that it is time to consider what comes after the posts. We argue that thinking with theory as a process methodology in the onto-epistemological framings of our research is more generative and opens up opportunities for this research being interdisciplinary/transdisciplinary/cross-disciplinary, intersectional, ecofeminist/more-than-humanist, indigenous, participatory, experimental and transgressive.

Jill Williams and Sara Tolbert (2021) suggest that neoliberal reforms in Arizona have 'ironically positioned science classrooms and science teachers as high potential sites of/for resistance' to these reforms (p. 72). This forum response explores a number of ethical questions for American science teachers that arise from the political influence of anti-science constituencies, with particular reference to Christian right positions on evolution and climate change.

We address the aims of this Special Issue by exploring, critiquing, and responding constructively to the emergence and potential significance of new materialist thought in environmental education research and the broader theoretical landscape in which such research is situated. We offer some productive possibilities for advancing postparadigmatic materialist theorising in environmental education research by deploying concepts selected from Deleuze and Guattari's 'box of tools' (namely, 'machinic assemblage' and 'lines of flight'), supplemented by concepts associated with SF (science/speculative fiction)--namely 'cognitive estrangement' and 'object-orientated thought experiments'--to generate new lines of flight in material-semiotic environmental education research assemblages.

This essay brings together two lines of inquiry. Firstly, I revisit research on futures in education conducted during the 1980s and re-examine some of the propositions and principles that this research generated about "the future" as an object of inquiry in education. Secondly, I argue that the language of complexity invites us to rethink education in terms of emergence, and potentially destabilises the instrumentalist rationality that "programs" educational systems to privilege orderly and predictable processes culminating in stable output, a potentiality that may be undermined by a pervasive politics of complexity reduction. I conclude by drawing upon these two lines of inquiry to outline some strategies that might resist complexity reduction and catalyse emergence in Australian educational research as preconditions for inventing possible-impossible futures. (Contains 23 endnotes.)

Shadow education has been studied in areas such as comparative education, educational policy, sociology of education, education and economics, and lifelong education, but mainstream Anglophone curriculum studies have largely ignored this phenomenon. We argue that shadow education should be considered as an emerging (and significant) focus of curriculum studies worldwide and advance five approaches to studying shadow education as an object of transnational curriculum inquiry, including shadow education as historical/political text, auto/biographical text, critical text, ethnic text, and decolonising text. We argue that, because shadow education seems likely to expand, curriculum scholars should seek new understandings that might complicate and complexify both shadow education and mainstream curriculum discourses.

In this semi-autobiographical essay I explore the representation and performance of imaginative inquiry practices in educational inquiry and other disciplines, with particular reference to "thought experiments" in the natural sciences and comparable practices in the arts, humanities, and social sciences. I share a number of experiences of writing as a mode of educational inquiry, with particular reference to narrative experiments inspired by Gilles Deleuze and Félix Guattari's figuration of the rhizome--a process characterised as "rhizosemiotic play"--and demonstrate the generativity of intertextual readings of selected fictions in catalysing them.

In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of "biopolitics." I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.

This paper questions the relative silence of queer theory and theorizing in environmental education research. We explore some possibilities for queering environmental education research by fabricating (and inviting colleagues to fabricate) stories of Camp Wilde, a fictional location that helps us to expose the facticity of the field's heteronormative constructedness. These stories suggest alternative ways of (re)presenting and (re)producing both the subjects/objects of our inquiries and our identities as researchers. The contributors draw on a variety of theoretical resources from art history, deconstruction, ecofeminism, literary criticism, popular cultural studies, and feminist poststructuralism to perform an orientation to environmental education research that we hope will never be arrested by its categorization as a "new genre." ["Tales from Camp Wilde: Queer(y)ing Environmental Education Research" was written with Peter Appelbaum, Sophia Appelbaum, Mary Aswell Doll, and Warren Sellers.] (Contains 4 figures and 10 notes.)

This essay offers a rationale for deploying ecofeminist science fiction stories as object-oriented thought experiments in science and environmental education, with particular reference to developments in genetics and evolutionary biology, and their implications for human (and more-than-human) reproduction and kinship in the period following the determination of the double helical structure of DNA by scientists affiliated with Cambridge University's Cavendish Laboratory in 1953, and the impact of subsequent gene-centric discourses on the biological sciences and the wider culture. The utility and defensibility of this approach is exemplified by reference to two science fiction novels by the late Naomi Mitchison that foreground and anticipate implications of genetic sciences for matters of concern to ecofeminists, including reproductive rights and responsibilities, population control, human relations with the more-than-human, and problematizing gendered (and other) binaries in everyday speech and popular culture. [ABSTRACT FROM AUTHOR]

This excerpt from our collective biography emerges from a dialogue that commenced when Noel interjected the concept of "becoming-cyborg" into our conversations about Annette's experiences of breast cancer, which initially prompted her to (re)interpret her experiences as a "chaos narrative" of cyborgian and environmental embodiment in education contexts. The materialisation of Donna Haraway's figuration of the cyborg in Annette's changing body enabled new appreciations of its interpretive power, and functioned in some ways as a successor project to Noel's earlier deployment of cyborgs in what he now recognises as a "posthumanising" of curriculum inquiry. Noel's subsequent experiences with throat cancer drew us towards exploring the possibilities that concepts such as Deleuze and Guattari's "machinic assemblage" and Karen Barad's "ontoepistemology" offer as a mean of thinking the meetings of bodies and technologies in educational inquiry beyond Haraway's hybrid cyborg. Through both collective biography and playfully scripted conversations with other theorists we explore what it means to perform diffractive interpretations and analyses in posthumanist educational inquiry. Our essay also contributes to contemporary conversations about the uses of collaborative biographical writing as a method of inquiry in educational research.

Using the figuration of queer tango, we conceive this essay as a performance that responds to three "Canadian Journal of Environmental Education" articles, each of which calls for the creation and circulation of more queer scholarship in environmental education. We explore Vagle's (2015) suggestion of working along the edges and margins of phenomenology using poststructuralist concepts and ideas, with a view to engaging with J. Russell's (2013) phenomenological interpretation of queer theory, with particular reference to Sara Ahmed's (2006) phenomenological exploration of "(dis)orientation." Although Vagle (2015) uses the Deleuzean concepts of "multiplicity" and "line of flight" to explore the phenomenological notion of intentionality, we suggest that engaging other, somewhat lesser used, Deleuzean concepts might better pair with J. Russell's (2013) use of the phenomenological ideas of orientation and embodied experiences. Thus, we draw on the Deleuzean creative conceptions of the "molar/molecular," "body without organs," and "assemblages" to queer(y) phenomenological notions of subjects, objects, lived bodies, and (dis)orientations. Through our inquiry, we found that dancing around the edges of phenomenology requires a redrawing of the boundaries of subjectivity and objectivity that moves from the individual to the collective, from static objects to material-semiotic generative nodes. Our provocation is that such a queer dance--one that prods and probes the geometries and optics of relationality (Barad, 2003)--can not only reinvigorate environmental education scholarship but also help to reimagine curriculum as a collective inquiry into the practices of enacting and policing boundaries.

Examines some of the ways in which nature is textualized in technocultural discourses with particular reference to the incorporation of satellite-based weather monitoring and digital imaging technologies into global consumer markets of information and entertainment. Suggests that critical readings of popular media representations of weather are necessary. Contains 35 references. (JRH)

This article explores the changing ways "environment" has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a "natural resource base for economic and social development" (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and "ecotechnologies" that "identify and define the natural realm in our relationship with it" (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of "environment" in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the "environment" in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005-2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to "a more just, peaceful, tolerant, inclusive, secure and sustainable world" (UNESCO, 2013a, p. 3). [Paper presented at the 18th AAEE Biennial Conference--Sustainability, Smart Strategies for the 21st Century.]

The Outdoor Council of Australia's renaming of "Australian Journal of Outdoor Education" ("AJOE") as "Journal of Outdoor and Environmental Education" ("JOEE") follows deliberations among Australian and international stakeholders in outdoor education about the future of publishing in the field and raises a question about the relationships of outdoor and environmental education that Andrew Brookes (1989) voiced more than a decade ago: Is outdoor education "environmental education reinvented," or "environmental education reconceived"? In crafting this essay my initial intention was to review the histories (and possible future trajectories) of changing relationships between outdoor and environmental education research in Australia by appraising manifestations of these relationships within two key (albeit overlapping) constituencies broadly represented by contributions to two Australian journals: "AJOE" and the "Australian Journal of Environmental Education" ("AJEE"). Brookes (1989) argued that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. In the course of examining evidence for his proposition in research literature drawn from these two constituencies, I encountered an allegation that a "sense of place" seemed to be missing from Australian environmental education research. I dispute this allegation and argue that outdoor education's physical and conceptual isolation from schooling is precisely what enables the cultivation of a "sense of place" in ways that distinguish it from other forms of environmental education. I conclude by reflecting on the implications of "AJOE"'s name change for cultivating this distinctive approach.

Since at least the beginning of this century, the literatures of research methodology in the social sciences have increasingly focused on what are now being called "new empiricisms" and "new materialisms." My purpose in this essay is to appraise the potential of these approaches for outdoor environmental education research. I begin by reviewing some of the ways in which outdoor and environmental education research has been conceptualised in the recent past, with particular reference to the practice of representing research in terms of paradigmatic distinctions. I argue that poststructuralist theorising, with which the new empiricisms and new materialisms have strong continuities, has never been accommodated by Kuhnian paradigmatic categories, and that these new movements are more usefully understood as arising from "postparadigmatic" thinking. I then provide a brief (and far from comprehensive) overview of some key characteristics of new materialist research approaches with particular reference to the utility of deploying Barad's concept of "intra-action" and Deleuze and Guattari's concept of "assemblage" in conceptualising research methodology and methods, and offer a selection of examples of how such approaches might inform outdoor and environmental education research, with particular reference to challenging anthropocentrism in these fields.

As one of the contributors to the first issue of the "Australian Journal of Environmental Education" (AJEE) in 1984 (and to a further seven issues between 1991 and 2009), and as a sometime member of its editorial board (1991-1994) and the editorial collective that edited four issues (1999-2002), Noel Gough has been privileged to witness at close hand its development from infancy to maturity. Gough's particular focus in this brief reflection on the journal's development is on the research methodologies that it has privileged or diminished. In the interests of brevity, the focus is only on some tendencies that emerged in the first few issues, with the remainder being dealt with via selective references and impressions.

Environmental education owes its very existence to a particular interpretation of reality. The author's purpose in this article is to examine critically the "selected fictions" on which that view of reality is based--to examine the ways in which perceptions of environmental problems and issues are "conditioned by our position in space and time". He argues that some of these perceptions constitute unsustainable fictions, and he considers some ways in which we might work towards living lives based on more sustainable constructions of human interrelationships with their environments. The author begins with an illustration of how an interpretation of reality can be changed by taking (to coin Durrell's metaphor) two paces east or west--by glimpsing something familiar from an unusual vantage point. He concludes this article by outlining three constructive approaches to environmental education that follow from poststructural thinking: (1) deconstructing the conventional wisdom of the founding texts of environmental education; (2) encouraging learners to become historians of ideas and self-reflective social critics capable of deconstructing the myths and meanings that dominate our own culture; and (3) participating in the creative reconstruction of a language that foregrounds our kinship with nature.

In this essay I explore a number of questions about purposes and methods in science education research prompted by my reading of Wesley Pitts' ethnographic study of interactions among four students and their teacher in a chemistry classroom in the Bronx, New York City. I commence three "lines of flight" (small acts of Deleuzo-Guattarian deterritorialization) that depart from the conceptual territory regulated by science education's dominant systems of signification and make new connections within and beyond that territory. I offer neither a comprehensive review nor a thorough critique of Wesley's paper but, rather, suggest some alternative directions for science education research in the genre he exemplifies.

This essay performs a number of our collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. Deleuze "and Guattari" have inspired each of us in distinctive ways. Single-authored products include a series of narrative experiments or "rhizosemiotic play" in writing educational philosophy and theory, and a doctoral thesis enacting processes of "rhizo-imaginary" "picturing" towards immanent and emergent curriculum theorising. We have also collaborated in producing some co-authored works, which has motivated us to persevere with exploring further potentials for thinking-writing together. By exploring our genealogical and generative work with Deleuzean conceptual creations in mind, we seek to move readers beyond Deleuzo-Guattarian select metaphors (e.g. nomadism, rhizome, lines of flight, smooth and striated spaces). However, we distance ourselves from the types of "use" of Deleuze that merely appropriate metaphors that were never intended as metaphors. Rather, we prefer thinking with Deleuze to produce previously unthought questions, practices and knowledge. We intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading-thinking has opened to us but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry. (Contains 7 notes and 14 exhibits.)

This essay juxtaposes concepts created by Gilles Deleuze and Felix Guattari with worlds imagined by Ursula Le Guin in a performance of "rhizosemiotic play" that explores some possible ways of generating and sustaining what William Pinar calls "complicated conversation" within the regime of signs that constitutes an increasingly internationalized curriculum field. Deleuze and Guattari analyze thinking as flows or movements across space. They argue, for example, that every mode of intellectual inquiry needs to account for the "plane of immanence" upon which it operates--the preconceptual field presupposed by the concepts that inquiry creates. Curriculum inquiry currently operates on numerous nationally distinctive planes of immanence. I argue that the internationalization of curriculum studies should not presume a singular transnational plane of immanence but, rather, envisage a process performed by curriculum scholars with the capacities and competencies to "change planes"--to move between one plane of immanence and another and/or to transform their own planes. My essay is a "narrative experiment" that takes seriously Deleuze's argument that a work of philosophy should be, in part, a kind of science fiction, and also takes inspiration from Le Guin's science fictional stories of "changing planes" to generate productive and disruptive transnational agendas in curriculum inquiry.

This essay enacts a philosophy of science education inspired by Gilles Deleuze and Felix Guattari's figurations of rhizomatic and nomadic thought. It imagines rhizomes shaking the tree of modern Western science and science education by destabilising arborescent conceptions of knowledge as hierarchically articulated branches of a central stem or trunk rooted in firm foundations, and explores how becoming nomadic might liberate science educators from the sedentary judgmental positions that serve as the nodal points of Western academic science education theorising. This is demonstrated by commencing two rhizomatic textual assemblages that generate questions, provocations and challenges to dominant discourses and assumptions of contemporary science education. The first of these addresses cultural representations of Sir Isaac Newton and the second makes multiple, hybrid connections among the parasites, mosquitoes, humans, technologies and socio-technical relations signified by malaria.

These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that recovering ubuntu (an ethic of sharing and hospitality) might offer to researchers in this region.

This paper is a narrative experiment inspired by Deleuze and Guattari's (1987) figuration of the rhizome. It is a textual assemblage of popular and academic representations of cyborgs that might question, provoke, and challenge some of the dominant discourses and assumptions of curriculum, teaching, and learning. Emboldened by Deleuze's penchant for inventing new terms for his figurations, the author has coined the term "rhizomANTic" (sometimes "rhizomantic") to name a methodological disposition that connects Deleuze's rhizomatics, ANT (actor-network theory), and Donna Haraway's (1997) "invented category of semANTics, 'diffractions'." Diffraction is "an optical metaphor for the effort to make a difference in the world," which Haraway (1994) also represents by the activity of making a "cat's cradle"--a metaphor that imagines the performance of sociotechnical relations as a less orderly and less functionalist activity than the word "network" often conveys. (Contains 4 figures and 18 notes.)

Appraises a number of approaches to 'thinking globally' in environmental education with particular reference to popular assumptions about the universal applicability of Western science. Suggests that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. (Contains 68 references.) (Author/YDS)

Examines the prospect of 'internationalizing' curricula and curriculum studies in the context of increasingly complex patterns of global interconnectedness in social production and organization. Explores ways in which diverse knowledge traditions can be sustained locally and amplified transnationally. Includes references. (CMK)

Assesses selected examples of research on significant life experiences. Compares the ways in which these studies use retrospective accounts of experience with autobiographical approaches to curriculum inquiry that have been informed by phenomenology and hermeneutics. (Author/CCM)

Discusses global perspectives already entrenched in many school subjects and examines popular expectations that the globalization of new information technologies will transform (Australian) schools and their curricula. Electronic media, like TV and radio, have not changed schools as they have society at large. School culture remains print-dominated. Contains 39 references. (MLH)

Critically analyzes some of the ways in which human subjectivity and agency are constructed in the contemporary discourse of environmental-education research. Suggests that methods of constructivist science-education research are not applicable to either subjects or subject matters of environmental education, and poststructuralist methodologies may provide useful frameworks for rethinking the ways in which human subjectivity and agency are deployed. (Author/SJR)

"Stories" of Western societies portray earth and nature as (exploitable) objects of value. Environmental education and experiential education are also stories constructed in response to inadequacies of Western culture, but they also embody those inadequacies. In contrast, stories of aboriginal peoples and children assist in reconstructing people's relationships with the earth. (SV)

In her widely cited and influential "cyborg manifesto", Donna Haraway argues that "cyborg imagery" can provide a way out of the maze of dualisms we have used to explain our bodies and our tools to ourselves and concludes by asserting that she would rather be a cyborg than a goddess. We depart from the cyborg/goddess distinction by invoking a widely recognised archetype in Japanese popular media, namely the mahou shoujo (magical girl), who holds a dual identity as an earthly being (usually an adolescent schoolgirl) and a heavenly being (a super-powered girl/woman on a mission against sinister beings). We demonstrate that the distinctively Japanese figurations of the "magical girl" and the "heavenly woman" can generate "lines of flight" that invite Anglophone science educators to move beyond the Anglosphere's "maze of dualisms" and science education's regulation by dominant systems of signification. Specifically, we invite science educators to rethink representations of gender and technology (e.g. artificial intelligence, robotics) in the light of Masumune Shirou's manga (comic/graphic novel), The Ghost in the Shell, and its adaptation in Mamouri Oshii's similarly titled anime (animated film). [ABSTRACT FROM AUTHOR]