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Community-based environmental monitoring goes to school: translations, detours and escapes

journal contribution
posted on 2017-01-01, 00:00 authored by Julianne LynchJulianne Lynch, E Eilam, M Fluker, N Augar
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing of the diverse socio-material flows that constitute a community environmental monitoring project, where Australian school students became investigators of and advocates for particular sites in their neighbourhood. The theoretical resources of Actor-Network Theory are drawn upon to describe how the project—as conceptualised by its initiators—was enacted as both human and non-human actors sought to progress their own agendas thus translating the concept-project into multiple project realities. We conclude by identifying implications for sustaining educational innovations of this kind.

History

Journal

Environmental education research

Volume

23

Issue

5

Pagination

708 - 721

Publisher

Routledge

Location

Abingdon, Eng.

ISSN

1350-4622

eISSN

1469-5871

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2016, Informa UK