Following Scott (this issue), this paper examines how environmental education researchers might intervene to greater effect in the policies and practices of our governments and local and international organizations through individual and collective programmes of research. Suggesting that public scholarship or academic activism can engage a wide spectrum of genres and outcomes of research activity, the paper proposes that what stands out are not the methods employed in seeking to have research "be of use", but instead what can be termed modes of engagement. These can be described as including interpretive critique or "speaking truth to power", public space and collaboration, and the role of research imagination in social life. These three modes are discussed with the hope that researchers will consider their possibilities and implications in working towards more powerful public scholarship in environmental education. (Contains 1 table.)