References in periodicals archive ?
The principle guiding this last analysis of the stories told in AJEE was actually articulated in an article published during this period and that was one of seven principles of schoollevel curriculum identified by John Fien (1991): "developing a sense of place and identity in the Australian environment.
I offer another explanation, based partly on recognising that Australian environmental education research is not coterminous with research published in AJEE during the decade of the 1990s.
In compiling this Special Issue of the AJEE, we would like to pay tribute to all past and present editors for the contributions they have made: Bill Carter (Vol.
We hope that you enjoy this special issue of the journal and that this opportunity to read some of the key articles from the past 30 years of AJEE will stimulate you to continue to engage in debates about educational strategies that promote environmental and social justice.
In the second issue of AJEE, Annette Greenall (1985), the then current (third) president of AAEE (1984-1986), provided an update on the development of environmental education in Australia, and particularly referenced the National Conservation Strategy for Australia (NCSA; Department of Home Affairs and Environment, 1984) as providing a new direction for the field.
The first analysis of articles published in AJEE was undertaken by Andrew and Malone (1995) in what was called the journal's 10th year, but was actually the 12th, with a review of approximately 80 articles from the first 11 years.
My search for discussion of a pedagogy of natural history beyond the AJEE is by no means exhaustive, yet I was able to find a substantial number of references addressing this topic in other forums (Baker, 2005; Burkholder, 2003; Butler, Hall-Wallace, & Burgess, 2000/2001; Gruenewald, 2003; Beyd, 2005; Knapp, 2005; Krupa, 2000; List, 2005; Lopez, 2001; McElheny, Baldwin, & Sharp, 1997; Moore, 2005; Pyle, 2001; Saito, 1998; Thomashow, 2001).
The Canadian Journal of Environmental Education, in contrast to the AJEE, has published a number of papers addressing a pedagogy of natural history (see for example Bell, 1997; Brookes, 2002a; Jardine, 1998; Stewart, 2004).
The different cultures of Australia have not been as strongly represented as they could have been within the AJEE, in that publications addressing Aboriginal and Torres Strait Islander culture are still far too few.
The remaining two frames (paradigms and reconceptualisation), which turned out to be our most common categorisation for the AJEE articles, required the most reading, reflecting, discussing, re-reading and reflecting.
The primary area of specialist focus of each article in AJEE by an Australian author was thematically coded.
From the snapshot of publications in AJEE over the decade of the 1990s, it seems very little.
Given this more recent attention to place-based education it will be interesting to see, as recent articles in AJEE are analysed, if more Australian researchers have begun to address place attachments and identities.
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