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…

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…

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…

Contrasts the epistemological world view of education found in Western industrialized societies with an emerging ecopolitical view which is based in an Aristotelian moral universe. Points out that reforms may affect procedures and practices without altering purposes and values. Suggests that these traditions should be transcended in order to gain…