eeRESEARCH

eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries. 

This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360, ee360+, and the U.S. Forest Service. Learn more.

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Displaying 13 - 24 of 33

Effects of pandemic policies on children's emotions in Portugal

Rios, Clementina, Neilson, Alison Laurie, & Menezes, Isabel. (2021). COVID-19 and the desire of children to return to nature: Emotions in the face of environmental and intergenerational injustices. The Journal of Environmental Education, 52, 335-346.

Gender identity as it relates to and environmental activism and artivism

Rodríguez-Labajos, Beatriz, & Ray, Isha. (2021). Six avenues for engendering creative environmentalism. Global Environmental Change, 68, 102269.

Identity is a main driver for engaging in social and environmental action

Derr, Victoria. (2020). Diverse perspectives on action for positive social and environmental change. Environmental Education Research, 26, 219-237.

Incorporating diverse environmental perspectives can help to advance environmental education

Stapleton, Sarah Riggs. (2020). Toward critical environmental education: a standpoint analysis of race in the American environmental context. Environmental Education Research, 26, 155-170.

Alternative educational approaches to education for sustainable development

Kopnina, Helen. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51, 280-291.

Environmental education must address the political, economic, and social factors of food systems to create lasting change

Rose, Nicholas, site, this link will open in a new window Link to external, & Lourival, Izo. (2019). Hegemony, Counter-Hegemony and Food Systems Literacy: Transforming the Global Industrial Food System. Australian Journal of Environmental Education; East Lismore, 35, 110-122.

Climate change should be contextualized as a justice issue by classroom educators

Waldron, F., Ruane, B., Oberman, R., & Morris, S. (2019). Geographical process or global injustice? Contrasting educational perspectives on climate change. Environmental Education Research, 25, 895-911.

Strategies for integrating Indigenous environmental issues into curricula

Lowan-Trudeau, Gregory. (2019). From reticence to resistance: understanding educators’ engagement with indigenous environmental issues in Canada. Environmental Education Research, 25, 62-74.

Art can be a valuable tool in environmental education practice and evaluation, especially among diverse audiences

Staples, Ami Flowers, Larson, Lincoln R., Worsley, Ti’Era, Green, Gary T., & Carroll, John P. (2019). Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth. The Journal of Environmental Education, 50, 208-222.

Climate change should be framed as both an environmental and a social justice issue

Stapleton, Sarah Riggs. (2019). A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh. Environmental Education Research, 25, 732-750.

Environmental and sustainability educators can influence political discourse in learning environments

Van Poeck, Katrien, & Östman, Leif. (2018). Creating space for ‘the political’ in environmental and sustainability education practice: a Political Move Analysis of educators’ actions. Environmental Education Research, 24, 1406-1423.

Teacher Experiences with Global Sustainability

Sund, Louise. (2016). Facing global sustainability issues: teachers’ experiences of their own practices in environmental and sustainability education. Environmental Education Research, 22, 788-805.