Call for papers for CFP Special Issue of Environmental Education Research
CFP Special Issue of Environmental Education Research
“Navigating nature, culture and education in contemporary botanic gardens”
Dawn Sanders (Gothenburg University, Sweden)
Amy E. Ryken (University of Puget Sound, USA)
Kathy Stewart (Macquarie University, Australia)
This Call for Papers invites potential contributors to conduct and/or submit inquiries that help advance research-based understandings of what it means to navigate nature, culture and education in contemporary botanic gardens. Deadline for Paper proposals: 1 October, 2015.
Framing Questions for this Special Issue
• How can a culture of critical reflective inquiry be nurtured in botanic gardens?
• What is the relationship between the educational and landscape design intentions of botanic gardens and other cultivated spaces, and visitor perceptions and experiences?
• How might learning theories and philosophical approaches inform how botanic gardens and other cultivated spaces frame the interaction between nature and culture?
• What role do scientific narratives play as visitors navigate the interface of nature and culture through the dominant scientific purpose of a botanic garden; and what are compelling educational alternatives (narratives, roles, purposes)?
The guest editors strongly encourage a diverse community of academics, garden curators, educators and other stakeholders, to respond to the Framing Questions outlined above in order to reflect on education practices, problems and potential in botanic gardens and other related cultivated spaces in the modern world. We particularly encourage submissions that:
• are collaborative and bridge research and practice;
• are transdisciplinary, philosophically rich and/or explanatory rather than descriptive;
• make connections between different cultural and/or ecological perspectives; and
• take reflection and debate beyond the borders of any individual garden or space.
We also welcome work that offers not just an individual case study but demonstrates reflection on - and theorises, or re-theorises - practice through critical reflective inquiry.
Submissions can take the form of original articles, visual essays, policy reviews, literature reviews, a synthesis of case studies, and other scholarly forms of communication that fit with the aims and scope of the Journal, and the publication types listed in the Instructions for Authors.