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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.)

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.)

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.