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Critical Curriculum Theory and Slow Ecopedagogical Activism

Australian journal of environmental education, 2015-12, Vol.31 (2), p.165-193

Payne, Phillip G.

2015

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Educational experiences of post-critical non-place

International journal of qualitative studies in education, 2017-02, Vol.30 (2), p.147-160

2017

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Tbilisi's "Sounds Of Silence"-(In)action in the policy ≠ embodiments of environmental education

The Journal of environmental education, 2022-01, Vol.53 (6), p.314-339

Payne, Phillip G.

2022

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Performative abstractionism in environmental education: A critical theory of theory

The Journal of environmental education, 2019-12, Vol.50 (4-6), p.289-320

Payne, Phillip G.

2019

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Environmental education, democracy, Thunberg, and XR

The Journal of environmental education, 2020-07, Vol.51 (4), p.263-269

2020

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Ecopedagogy and radical pedagogy: Post-critical transgressions in environmental and geography education

The Journal of Environmental Education, 2017-03, Vol.48 (2), p.130-138

Payne, Phillip G.

2017

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Experiencing Environment and Place through Children's Literature

1, 2011

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Introduction: "New" theory, "post" North-South representations, praxis

The Journal of environmental education, 2020-03, Vol.51 (2), p.97-112

2020

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Critical place as a fluid margin in post-critical environmental education

Environmental education research, 2015-02, Vol.21 (2), p.149-172

2015

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The framing of ecopedagogy as/in scapes: Methodology of the issue

The Journal of environmental education, 2018-03, Vol.49 (2), p.71-87

Payne, Phillip G.

2018

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Introducing our special issues

The Journal of environmental education, 2017-01, Vol.48 (1), p.1-4

2017

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What next? Post-critical materialisms in environmental education

The Journal of environmental education, 2016-04, Vol.47 (2), p.169-178

Payne, Phillip G.

2016

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Producing knowledge and (de)constructing identities: a critical commentary on environmental education and its research

British Journal of Sociology of Education, 2011-01, Vol.32 (1), p.155-165

2011

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Environmental Education and Curriculum Theory

The Journal of environmental education, 2006-01, Vol.37 (2), p.25-35

Payne, Phillip G.

2006

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Experiencing Beach in Australia: Study Abroad Students' Perspectives

Australian journal of environmental education, 2011-01, Vol.27 (1), p.94-108

2011

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The politics of environmental education. Critical inquiry and education for sustainable development

The Journal of environmental education, 2016-04, Vol.47 (2), p.69-76

Payne, Phillip G.

2016

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Socio-Ecological Formations of Nature's Others: A Response

Australian journal of environmental education, 2014-07, Vol.30 (1), p.76-77

Payne, Phillip G

2014

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Lifeworld and textualism: reassembling the researcher/ed and 'others'

Environmental education research, 2005-09, Vol.11 (4), p.413-431

Payne, Phillip G.

2005

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The Midas Paradox: Financial Markets, Government Policy Shocks, and the Great Depression by Scott Sumner (review)

Enterprise & society, 2017, Vol.18 (4), p.977-980

Payne, Phillip G

2017

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Conceptualizing the Phenomenology of Movement in Physical Education: Implications for Pedagogical Inquiry and Development

Quest (National Association for Kinesiology in Higher Education), 2009-11, Vol.61 (4), p.418-441

2009

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Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World

1, 2022

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Slow pedagogy and placing education in post-traditional outdoor education

Australian journal of outdoor education, 2008, Vol.12 (1), p.25-38

2008

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Vagabonding Slowly: Ecopedagogy, Metaphors, Figurations, and Nomadic Ethics

Canadian journal of environmental education, 2014, Vol.19, p.47

Payne, Phillip G

2014

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Experiencing Beach in Australia: Study Abroad Students' Perspectives

Australian journal of environmental education, 2011-01, Vol.27 (2), p.312-321

2011

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Philosophical Hermeneutics and Critical Pedagogy in Environmental Education Research and Practice

Canadian journal of environmental education, 2015, Vol.20, p.123

2015

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Critical Curriculum Theory and Slow Ecopedagogical Activism

Educational experiences of post-critical non-place

Tbilisi's "Sounds Of Silence"-(In)action in the policy ≠ embodiments of environmental education

Performative abstractionism in environmental education: A critical theory of theory

Environmental education, democracy, Thunberg, and XR

Ecopedagogy and radical pedagogy: Post-critical transgressions in environmental and geography education

Experiencing Environment and Place through Children's Literature

Introduction: "New" theory, "post" North-South representations, praxis

Critical place as a fluid margin in post-critical environmental education

The framing of ecopedagogy as/in scapes: Methodology of the issue

Introducing our special issues

What next? Post-critical materialisms in environmental education

Producing knowledge and (de)constructing identities: a critical commentary on environmental education and its research

Environmental Education and Curriculum Theory

Experiencing Beach in Australia: Study Abroad Students' Perspectives

The politics of environmental education. Critical inquiry and education for sustainable development

Socio-Ecological Formations of Nature's Others: A Response

Lifeworld and textualism: reassembling the researcher/ed and 'others'

The Midas Paradox: Financial Markets, Government Policy Shocks, and the Great Depression by Scott Sumner (review)

Conceptualizing the Phenomenology of Movement in Physical Education: Implications for Pedagogical Inquiry and Development

Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World

Slow pedagogy and placing education in post-traditional outdoor education

Vagabonding Slowly: Ecopedagogy, Metaphors, Figurations, and Nomadic Ethics

Experiencing Beach in Australia: Study Abroad Students' Perspectives

Philosophical Hermeneutics and Critical Pedagogy in Environmental Education Research and Practice

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