Action research and environmental education : conceptual congruencies and imperatives in practice

[Extract] In this chapter, we examine the use of action research or participatory (action) research approaches to environmental education. We begin by offering a conceptualization of our critical view of action research by identifying what we consider its key characteristics. We then use these characteristics to analyze the ways in which it can be viewed as different from other research genres and to argue the conceptual congruency between critical action research and a critical orientation to environmental education. Three case studies then follow of the use of action research in environmental education projects in Australia, Europe, and an Australia-South Africa partnership. Finally, drawing from these case studies, we identify four imperatives for action research in environmental education: those of authentic active participation (beginning with agenda setting), contextual connections, relational practice, and individual. interpersonal and institutional capacity building

Meta-analysis of individual-patient data from EVAR-1, DREAM, OVER and ACE trials comparing outcomes of endovascular or open repair for abdominal aortic aneurysm over 5 years

Background: The erosion of the early mortality advantage of elective endovascular aneurysm repair (EVAR) compared with open repair of abdominal aortic aneurysm remains without a satisfactory explanation. Methods: An individual-patient data meta-analysis of four multicentre randomized trials of EVAR versus open repair was conducted to a prespecified analysis plan, reporting on mortality, aneurysm-related mortality and reintervention. Results: The analysis included 2783 patients, with 14 245 person-years of follow-up (median 5·5 years). Early (0–6 months after randomization) mortality was lower in the EVAR groups (46 of 1393 versus 73 of 1390 deaths; pooled hazard ratio 0·61, 95 per cent c.i. 0·42 to 0·89; P = 0·010), primarily because 30-day operative mortality was lower in the EVAR groups (16 deaths versus 40 for open repair; pooled odds ratio 0·40, 95 per cent c.i. 0·22 to 0·74). Later (within 3 years) the survival curves converged, remaining converged to 8 years. Beyond 3 years, aneurysm-related mortality was significantly higher in the EVAR groups (19 deaths versus 3 for open repair; pooled hazard ratio 5·16, 1·49 to 17·89; P = 0·010). Patients with moderate renal dysfunction or previous coronary artery disease had no early survival advantage under EVAR. Those with peripheral artery disease had lower mortality under open repair (39 deaths versus 62 for EVAR; P = 0·022) in the period from 6 months to 4 years after randomization. Conclusion: The early survival advantage in the EVAR group, and its subsequent erosion, were confirmed. Over 5 years, patients of marginal fitness had no early survival advantage from EVAR compared with open repair. Aneurysm-related mortality and patients with low ankle : brachial pressure index contributed to the erosion of the early survival advantage for the EVAR group. Trial registration numbers: EVAR-1, ISRCTN55703451; DREAM (Dutch Randomized Endovascular Aneurysm Management), NCT00421330; ACE (Anévrysme de l'aorte abdominale, Chirurgie versus Endoprothèse), NCT00224718; OVER (Open Versus Endovascular Repair Trial for Abdominal Aortic Aneurysms), NCT00094575

Future Scenarios and Environmental Education

This article explores a number of questions about visions of the future and their implications for environmental education (EE). If the future were known, what kind of actions would be needed to maintain the positive aspects and reverse the negative ones? How could these actions be translated into the aims of EE? Three future scenarios are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park. These scenarios are linked to corresponding EE/ESD approaches and instrumentalism in education is argued as a morally justifiable goal. Finally, education for deep ecology is advocated in order to address the ethical implications of the last scenario.FSW – Publicaties zonder aanstelling Universiteit Leide

Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education?

This article explores the implications of the shift of environmental education (EE) towards education for sustainable development (ESD) in the context of environmental ethics. While plural perspectives on ESD are encouraged both by practitioners and researchers of EE, there is also a danger that such pluralism may sustain dominant political ideologies and consolidated corporate power that obscure environmental concerns. Encouraging plural interpretations of ESD may in fact lead ecologically ill-informed teachers and students acculturated by the dominant neo-liberal ideology to underprivilege ecocentric perspective. It is argued that ESD, with its focus on human welfare, equality, rights and fair distribution of resources is a radical departure from the aim of EE set out by the Belgrade Charter as well as a distinct turn towards anthropocentrically biased education. This article has two aims: to demonstrate the importance of environmental ethics for EE in general and ESD in particular and to argue in favour of a return to instrumentalism, based on the twinned assumptions that the environmental problems are severe and that education of ecologically minded students could help their resolution

Rethinking the Architecture: An Action Researcher's Resolution to Writing and Presenting Their Thesis

The thesis as a bulky ‘tome’ with a traditional structure - literature review, methodology, research design, findings and conclusions - is a concept under increasing challenge. Recently, I completed a doctoral action research project based on environmental education in a primary school. However, I found that trying to force the action research process into a linear writing structure was an unsatisfactory experience. After much anxiety and considerable experimentation, I resolved the problem of ‘fit’ between action research and the traditional thesis format by creating an alternative architecture based on each of the action research cycles. While still producing a bulky ‘doorstopper’, I feel this structure is a better reflection of the way the study evolved. This paper outlines this new architecture and discusses its rationale. It also challenges other action researchers to innovate and experiment with the ways they represent their research work. License for such innovation is rapidly developing especially with the advent of digital thesis production and performative theses. I see no reason why action researchers cannot be leaders in the creation of new forms of practice about how research theses and dissertations are represented in the academy