By using critical ethnographic research to explore the practices and policies that sustain a residential outdoor school in the United States, this book problematizes the relationship between science education and climate change politics in the United States. Weaving together empirical data from fieldwork with theoretical resources spanning the sciences and humanities, this book demonstrates how community activism, political alliances, and policy changes have guaranteed the survival of an outdoor school in Oregon. This example enables artful reexamination of the relationship between science education, politics, and policy more broadly, as well as the relation of science education to climate change politics in particular. Gleason ultimately reconstructs science education towards epistemic and ontological pluralism, and illustrates how critical ethnographic research can instigate a reimagining of the relationship between curriculum and how we relate to the world. This book will benefit researchers, academics, and educators in higher education with an interest in the philosophical underpinnings and implications of science education, environmental education, and educational policy more broadly. Those specifically interested in critical ethnographic research will also benefit from this book.

The important contribution of this international methodological and practical guide to doing critical ethnographic work in education settings is its original approach to addressing the theory/method interface in relation to current concerns of social justice and (in)equality in education, along with their ethical implications. It takes a broad view of education as including both educational institutions as well as community education and the learning that goes on in public spaces, families and other out-of-school contexts. Drawing throughout on existing critical ethnographic work as exemplars and including vignettes of the intersection of theory, method and educational practice(s), the book accomplishes two key aims: it provides an overarching thematic and historical overview of critical ethnography in education, and at the same time addresses contemporary issues of power and inequality, and their often complex intersectionality in education. The central premise is that connecting a theory-of-method and a method of theorizing that effectively interweaves social theory with and throughout the research process is essential to address the hard questions and challenges associated with key issues of social justice in education.

This critical ethnographic study explores how students understand their sense of being in the world in a non-traditional, place-based, expeditionary learning school environment, the Central Idaho School (the CIS). Much of the literature on globalization in education and expeditionary learning indicates that when learning occurs in connection to place through experiential opportunities students gain a greater sense of who they are - or who they will be - in the world (Davies, Evans, & Reid, 2005; Dewey, 1916, 1938; Esteva & Prakash, 1998; Greuenwald, 2008; McKenzie & Bieler, 2016; Spring, 2015). This critical ethnography spanned ten months of embedded participant research at the Central Idaho School (the CIS), documenting the development of three students and the ways in which they began to form their sense of being in the world throughout their semester experience. Key findings from this study indicates that students are able to explore their sense of being in the world when given the autonomy to discover who they are in relation to the social, narrative, and cultural dimensions of the world around them (McKenzie and Bieler, 2016). Most importantly, the combination of pedagogical approach through Understanding by Design (Wiggins and McTighe, 2005), place-based exploration (Greuenwald, 2008), and outdoor experiences all provide pivotal moments, or "rhizomatic ruptures," that impact student growth. This project contributes to the literature on critical situated and experiential education by sharing experiences through one semester-long program at the CIS.

Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which actively involve marginalized groups. Foregrounding the experiences of women migrant workers in Beirut, the text reveals how direct participation in NGO-led, community programs and education empowers women to create counter-cultural communities and spaces for learning and activism. The text ultimately combines aspects of critical pedagogy, spatial analysis, and Third World feminisms to propose a critical subaltern praxis for research, development, and teaching. It will appeal to scholars and researchers with interests in research methods in education, migration, equality and human rights and the anthropology of education.

In the face of our planet's escalating environmental crisis and climate change, humanity stands at a crossroads, urgently requiring a transformative response. The task of averting environmental destruction necessitates not only a shift in our economy and technology but, more fundamentally, a profound cultural transformation. This imperative transformation involves a collective move from the self-centered "Ego" to an ecologically conscious "Eco." To unravel the complexities of this metamorphosis, scholars are turning to the potent tool of environmental education, recognized for its capacity to foster personal and social growth while promoting environmental conservation. Enter Fostering an Ecological Shift Through Effective Environmental Education, a groundbreaking exploration into the transformative power of education in the pursuit of sustainable change. As readers embark on this scholarly journey, the book reveals the profound psychological connection to nature achievable through environmental education. It scrutinizes the connection between heightened nature awareness and the adoption of sustainable practices, providing valuable insights for educators at various levels. The chapters traverse diverse topics, from the historical roots of environmental education to the role of indigenous knowledge, yoga, and eco-spirituality within nature education. The book's comprehensive approach extends to eco-therapy, forest school programs, and the influence of parents in environmental education. By scrutinizing case studies and global movements, this work illuminates the achievements and challenges of environmental education on both national and global scales.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

Over the last two decades Outdoor Studies has emerged as an innovative and vibrant field of study. This is the first book to offer a comprehensive appraisal of established and cutting-edge research methods as applied to Outdoor Studies. Covering qualitative, quantitative and mixed methods, the book examines key methodologies, themes and technologies such as digital research, mobile methodologies, ethnography, interviews, research design, research ethics and ways of disseminating research. Featuring contributions from leading researchers from a variety of disciplinary backgrounds, this is an essential text for any Outdoor Studies course or for researchers looking for innovative and creative research techniques.