title: Editorial: Culturally responsive research and pedagogy

authors: Kostogriz, Alex

abstract: This special and extra issue of English Teaching: Practice and Critique had its origins in an international symposium held in the Faculty of Education at the University of Waikato in November, 2010. The Faculty had already established a tradition of hosting conferences on the theme of language, education and diversity, which had been organised in 2003 and 2007 with input from the Departments of Arts and Language Education, Applied Linguistics and representatives from tainui iwi, and in recognition of the University of Waikato’s strengths in respect of bicultural and multicultural education. In 2010, the thematic focus shifted from a specific focus on language to a broader.

text: Editorial: Culturally responsive research and pedagogy This special and extra issue of English Teaching: Practice and Critique had its origins in an international symposium held in the Faculty of Education at the University of Waikato in November, 2010. The Faculty had already established a tradition of hosting conferences on the theme of language, education and diversity, which had been organised in 2003 and 2007 with input from the Departments of Arts and Language Education, Applied Linguistics and representatives from tainui iwi, and in recognition of the University of Waikato’s strengths in respect of bicultural and multicultural education. In 2010, the thematic focus shifted from a specific focus on language to a broader.

year: 2011

title: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts

authors: Eames, Chris W.

subjects: Critical approaches

abstract: This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

text: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

year: 2018

title: Topical gradients in plant ecology

authors: Laughlin, Daniel C.

subjects: Community ecology

abstract: Plant ecology spans multiple levels of biological organization and spatio-temporal scales, and over four dozen plant ecology textbooks have been published since Warming's (1895) 'Oecology of Plants.' With increasing emphasis on specialization, students and teachers can feel paralyzed by the vast literature, and as such may lack an adequate appreciation of the history of the field. The objective of this study was to derive a comprehensive set of topics that are covered in plant ecology textbooks, and to ask (1) what are the most important topical gradients among textbooks, and (2) has the emphasis of topics changed over time? The NMS ordination determined that the first gradient represented a clear contrast in emphasis on physiological ecology versus community ecology. The second gradient represented a contrast in emphasis on abiotic environmental factors versus biotic factors. Negative interactions, growth, demography, gas exchange, mineral nutrition, stress, diversity, disturbance, herbivory, paleoecology, ecosystem ecology, pollution, and global change have increased in emphasis over time. The increasing reliance on data and the number of authors per textbook illustrates how the discipline has matured into a rigorous quantitative science that requires a diversity of specializations. These results can be used to inform the development of curricula within a single course or across several years of study, and to assist the development of new and revised textbooks. Plant ecologists need to be familiar with this core set of topics in addition to becoming an expert in a few of them.

text: Topical gradients in plant ecology Plant ecology spans multiple levels of biological organization and spatio-temporal scales, and over four dozen plant ecology textbooks have been published since Warming's (1895) 'Oecology of Plants.' With increasing emphasis on specialization, students and teachers can feel paralyzed by the vast literature, and as such may lack an adequate appreciation of the history of the field. The objective of this study was to derive a comprehensive set of topics that are covered in plant ecology textbooks, and to ask (1) what are the most important topical gradients among textbooks, and (2) has the emphasis of topics changed over time? The NMS ordination determined that the first gradient represented a clear contrast in emphasis on physiological ecology versus community ecology. The second gradient represented a contrast in emphasis on abiotic environmental factors versus biotic factors. Negative interactions, growth, demography, gas exchange, mineral nutrition, stress, diversity, disturbance, herbivory, paleoecology, ecosystem ecology, pollution, and global change have increased in emphasis over time. The increasing reliance on data and the number of authors per textbook illustrates how the discipline has matured into a rigorous quantitative science that requires a diversity of specializations. These results can be used to inform the development of curricula within a single course or across several years of study, and to assist the development of new and revised textbooks. Plant ecologists need to be familiar with this core set of topics in addition to becoming an expert in a few of them.

year: 2012