1. Introduction: An Orientation to Environmental Education and the Handbook Part A. Conceptualizing Environmental Education as a Field of Inquiry Section I. Historical, Contextual and Theoretical Orientations that have Shaped Environmental Education Research: Introduction 2. The Emergence of Environmental Education Research: A ‘History’ of the Field 3. Socio-Ecological Approaches to Environmental Education and Research: A Paradigmatic Response to Behavioral Change Orientations 4. Thinking Globally in Environmental Education: A Critical History 5. Selected Trends in Thirty Years of Doctoral Research in Environmental Education in Dissertation Abstracts International from Collections Prepared in the United States of America 6. Transformation, Empowerment, and the Governing of Environmental Conduct: Insights to be Gained from an "History of the Present" Approach Section II. Normative Dimensions of Environmental Education Research: Conceptions of Education and Environmental Ethics 7. Probing Normative Research in Environmental Education: Ideas about Education and Ethics 8. Self, Environment, and Education: Normative Arisings 9. A Critical Theory of Place-Conscious Education 10. Learning from Hermit Crabs, Mycelia and Banyan: Schools as Centers of Critical Inquiry and Re Normatization 11. Why We Need a Language of (Environmental) Education 12. Environmental Ethics as Processes of Open-Ended, Pluralistic, Deliberative Enquiry Section III. Analyses of EE Discourses and Policies, Including their Cultural and Political Influences, at the International, National, and/or Local Level 13. The Politics of Needs and Sustainability Education 14. Languages and Discourses of Education, Environment and Sustainable Development 15. Researching Tensions and Pretensions in Environmental/Sustainability Education Policies: From Critical to Civically Engaged Policy Scholarship 16. Changing Discourses in EE/ESD: A Role for Professional Self -Development 17. Connecting Vocational and Technical Education with Sustainability 18. Trends, Junctures and Disjunctures in Latin American Environmental Education Research Edgar 19. EE Policies in Three Chinese Communities: Challenges and Prospects for Future Development Part B. Research on Environmental Education Curriculum, Learning, and Assessment: Processes and Outcomes Section IV. Introduction to Curriculum (and Pedagogical?) Research in EE 20. Traditions and New Niches: An Overview of Environmental Education Curriculum and Learning Research 21. Environmental Education in a Cultural Context 22. Place-based Education: Practice and Impacts 23. Getting the Picture: From the Old Reflection—Hearing Pictures and Telling Tales, to the New Reflection—Seeing Voices and Painting Scenes 24. Moinho D’Água: Environmental Education, Participation and Autonomy in Rural Areas Section V. Research on Learning Processes in Environmental Education 25. Environmental Learning: Insights from Research into the Student Experience 26. Conventional and Emerging Learning Theories: Implications and Choices for Educational Researchers with a Planetary Consciousness 27. Belief to Behavior: A Vital Link 28. Landscapes as Contexts for Learning Section VI. Evaluation and Analysis of Environmental Education Programs, Materials, and Technologies and the Assessment of Learners and Learning 29. Research on the Long-Term Impacts of Environmental Education 30. Advancing Environmental Education Program Evaluation: Insights from a Review of Behavioral Outcome Evaluations 31. National Assessments of Environmental Literacy: A Review, Comparison, and Analysis 32. Geospatial Technologies: The Present and Future Roles of Emerging Technologies in Environmental Education 33. Sustainability Education: Theory and Practice 34. Learning from Neighboring Fields: Conceptualizing Outcomes of Environmental Education within the Framework of Free-Choice Learning Experiences Part C. Issues of Framing, Doing and the Missing in Environmental Education Research Section VII. Moving Margins in Environmental Education Research 35. Researching Differently: Generating a Gender Agenda for Research in Environmental Education 36. The Representation of Indigenous Knowledges 37. Educating for Environmental Justice 38. Indigenous Environmental Education Research in North America: A Brief Review 39. Three Degrees of Separation: Accounting for Naturecultures in Environmental Education Research Section VIII. Philosophical and Methodological Perspectives 40. (Un)timely Ecophenomenological Framings of Environmental Education Research 41. Children as Active Researchers: The Potential of Environmental Education Research Involving Children 42. Collaborative Ecological Inquiry: Where Action Research Meets Sustainable Development 43. Action Research and Environmental Education: Conceptual Congruencies and the Imperatives of Context and Participation 44. A Feminist Poststructural Approach to Environmental Education Research 45. Suited: Relational Learning and Socio-Ecological Pedagogies 46. Greening the Knowledge Economy: Ecosophy, Ecology and Economy 47. Preconceptions and Positionings: Can We See Ourselves Within Our Own Terrain? Section IX. Insights, Gaps and Future Directions in Environmental Education Research 48. Situating the Handbook in the Evolving Characteristics of Environmental Education Research 49. Identifying Needs in Environmental Education Research 50. Handbooks of Environmental Education Research: For Further Reading and Writing 51. Tentative Directions for Environmental Education Research in Uncertain Times
