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{{Short description|Australian academic}}
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'''Annette Elizabeth Gough''' [[Order of Australia|OAM]] (born 1950) is an Australian science and [[environmental education]] scholar and Professor Emerita in the School of Education at [[RMIT University|Royal Melbourne Institute of Technology]] in Australia.<ref>{{cite web |title=Professor Annette Gough - RMIT University |url=https://www.rmit.edu.au/contact/staff-contacts/academic-staff/g/gough-professor-annette |website=www.rmit.edu.au |access-date=27 April 2023}}</ref> She is a pioneer of the environmental education movement in Australia.<ref> Karena, C. 2010) Environmental education in Australian schools. ECOS Magazine. http://www.ecosmagazine.com/print/EC155p16.htm</ref> Gough is known for her critical analysis of the history of the field<ref>Gough, A. (2013). The Emergence of Environmental Education: a ‘history’ of the field. In R.B. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp.13-22). New York: Routledge for the American Educational Research Association.</ref> and for introducing a gender dimension in environmental education research.<ref>Russell, C., & Fawcett, L. (2013). Moving margins in environmental education research. In R. B. Stevenson, M. Brody, J. Dillon & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp. 369-374). New York: Routledge.</ref> Although best known for this work, Gough has also made important contributions to science education, research methodology and gender studies.<ref>{{cite web|url=https://orcid.org/0000-0002-4189-216X|title=ORCID|website=orcid.org}}</ref>


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== Early life and education ==
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Gough was born in [[Melbourne]], [[Victoria (state)|Victoria]], where she completed a BSc in Education and a Master of Education at the [[University of Melbourne]]. Gough joined the Australian Government’s Curriculum Development Centre in 1974 to work on the dissemination of the Australian Science Education Project.<ref>Gill, W. (1991). The Australian Science Education Project: a case study in curriculum implementation. Master of Education coursework thesis. Parkville: University of Melbourne. http://hdl.handle.net/11343/42683</ref> She transitioned to working on the development of the new field of environmental education<ref>McCrea, E. (2006). The roots of environmental education: How the past supports the future. Retrieved from http://files.eric.ed.gov/fulltext/ED491084.pdf.</ref> which she documented in her Master of Education thesis, Environmental Education in Australia: Phenomenon of the Seventies – A Case Study in National Curriculum Action.<ref>Greenall, A. (1981) Environmental Education in Australia: Phenomenon of the Seventies - A Case Study in National Curriculum Action. Occasional Paper No.7. Canberra: Curriculum Development Centre.</ref>


At the Curriculum Development Centre Gough took on coordination of the national environmental education program (1976–1981),<ref>Tasar, M.F. (2009). Challenges in environmental education: A conversation with Annette Gough. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 187-196; ozEEnews, 132, p.9.</ref> which was the origins of the Australian Association for Environmental Education (AAEE).<ref>ozEEnews, 132; www.aaee.org.au.</ref> In 1984 Gough was appointed as president of the AAEE.<ref>{{Cite web |title=AAEE Presidents |url=https://www.aaee.org.au/wp-content/uploads/2020/12/AAEE-President1.pdf |access-date=2023-04-28 |website=Australian Association for Environmental Education}}</ref> When the Curriculum Development Centre was disbanded in 1982<ref>{{cite web|url=https://scpp.esrc.unimelb.edu.au/biogs/E000247b.htm|title=Curriculum Development Centre - Organisation - Curriculum Policy Archive |website=scpp.esrc.unimelb.edu.au}}</ref> Gough took up the position of Director of Environmental Education in the Australian Department of Home Affairs and Environment (1983–1987). While with the Department, Gough led the Australian delegation to the UNESCO–UNEP International Congress on Environmental Education and Training.<ref>{{Cite web |date=1988 |title=International strategy for action in the field of environmental education and training for the 1990s |url=https://unesdoc.unesco.org/ark:/48223/pf0000080583 |access-date=2023-04-28 |website=UNESCDOC Digital Library}}</ref>
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== Career as an academic ==
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Gough was appointed as a lecturer in science and environmental education in the Faculty of Education at [[Deakin University]] in May 1990.<ref>{{Cite web |date=2023-01-27 |title=Deakin University celebrates Australia Day 2023 Honours List appointees |url=https://www.deakin.edu.au/about-deakin/news-and-media-releases/articles/deakin-university-celebrates-2023-australia-day-honours-list-appointees |access-date=2023-04-28 |website=Deakin University |language=en}}</ref> While at Deakin she completed her PhD<ref>{{Citation |author1=Greenall Gough, Annette |title=Fathoming the fathers in environmental education : a feminist poststructuralist analysis |url=https://trove.nla.gov.au/work/168480102 |publication-date=1994 |access-date=29 April 2023 |author2=Deakin University. Faculty of Education}}</ref> and made significant contributions to the field through her roles as managing editor of the ''Australian Journal of Environmental Education'' (1998–2002), and other organisations. These contributions were recognised by the Australian Association for Environmental Education making her a life fellow in 1992.<ref>Robottom, I. (1992). Congratulations to Annette Greenall Gough-The Newest Fellow of AAEE Inc. ozEEnews, 52, 5.</ref>


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In 2005 Gough was appointed as Dean of the [[RMIT School of Education|School of Education]] at [[RMIT University]], a position she held until 2013. Since that time she has engaged in a range of roles within the University and was appointed Professor Emerita in 2015, retiring in 2020.
{{Short description|Professor Annette Gough is a notable academic and recipient of an Order of Australia Medal, 2023.}}
{{Draft topics|women|oceania|politics-and-government|stem}}
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While Dean, Gough co-authored Australia’s second national statement on environmental education for schools for the Curriculum Corporation and the Australian Department of Arts and Heritage,<ref>Curriculum Corporation. (2005). Educating for a Sustainable Future: A National Statement on Environmental Education for Schools. Carlton South: Curriculum Corporation for the Australian Government Department of the Environment and Heritage</ref> after having written the first national statement in 1980.<ref>Greenall, A. (1980). Environmental Education for Schools or how to catch environmental education. Canberra: Curriculum Development Centre.</ref>
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'''Annette Elizabeth Gough''' OAM [https://honours.pmc.gov.au/honours/awards/2012496] (born 7 October 1950) is an Australian educator, science and environmental education scholar, and Professor Emerita in science and environmental education at RMIT University in Melbourne, Australia </ref>https://orcid.org/0000-0002-4189-216X</ref>. One of the founders of the environmental education movement in Australia, Gough is known for her critical analysis of the history of the field<ref>Gough, A. (2013). The Emergence of Environmental Education: a ‘history’ of the field. In R.B. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp.13-22). New York: Routledge for the American Educational Research Association.</ref> and for pioneering a gender dimension in environmental education research.<ref>Gough, A. (2013). Researching Differently: Generating a Gender Agenda for Research in Environmental Education. In R.B. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp.375-383). New York: Routledge for the American Educational Research Association.</ref> Although best known for this work, Gough has also made important contributions to science education, research methodology and gender studies.


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In 2023 she was awarded an [[Order of Australia Medal]] for her services to tertiary education and environmental education.<ref name="goodsource">{{cite web |title=Professor Emerita Annette Elizabeth GOUGH |url=https://honours.pmc.gov.au/honours/awards/2012496 |access-date=2023-04-26 |website=honours.pmc.gov.au}}</ref>
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== Early life and education ==
Annette Elizabeth Gough was born in Melbourne, Victoria, attending [[Lowther Hall Anglican Grammar School]], then completing her later years at [[University High School, Melbourne]]. Gough completed a Bachelor of Science (Education) in 1972 and a Master of Education in 1980 at the University of Melbourne. After teaching high-school science, biology and geography, Gough joined the Australian Government’s Curriculum Development Centre in 1974 to work on the dissemination of the Australian Science Education Project.<ref>Gill, W. (1991). The Australian Science Education Project: a case study in curriculum implementation. Master of Education coursework thesis. Parkville: University of Melbourne. http://hdl.handle.net/11343/42683
</ref> Here she soon transitioned to working on the development of the then new field of environmental education<ref>Greenall, A.E. & Womersley, J.C. (editors) (1977) Development of Environmental Education in Australia - Key Issues. Canberra: Curriculum Development Centre.</ref> which she documented in her Master of Education thesis, Environmental Education in Australia: Phenomenon of the Seventies - A Case Study in National Curriculum Action.<ref>Greenall, A. (1981) Environmental Education in Australia: Phenomenon of the Seventies - A Case Study in National Curriculum Action. Occasional Paper No.7. Canberra: Curriculum Development Centre.</ref> This was published by the Curriculum Development Centre as an occasional paper.
At the Curriculum Development Centre Gough took on coordination of the national environmental education program (1976-1981).<ref>Tasar, M.F. (2009). Challenges in environmental education: A conversation with Annette Gough. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 187-196; ozEEnews, 132, p.9.</ref> Her role here included writing Australia’s first national statement on environmental education<ref>Greenall, A. (1980). Environmental Education for Schools or how to catch environmental education. Canberra: Curriculum Development Centre.</ref> and coordinating the Environmental Education Project (directed by John Smith) and which was the origins of the Australian Association for Environmental Education [https://www.aaee.org.au/] (AAEE).<ref>ozEEnews, 132; www.aaee.org.au.</ref> Gough went on to be the third president, and first female president of the AAEE (1984-1986) [https://www.aaee.org.au/wp-content/uploads/2020/12/AAEE-President1.pdf], leading a femocrat executive.<ref>ozEEnews, 39 and 132.</ref>
The Curriculum Development Centre was disbanded in 1982 </ref>https://scpp.esrc.unimelb.edu.au/biogs/E000247b.htm</ref> as part of Australian Government cut backs </ref>https://nla.gov.au/nla.obj-1363869499/view?sectionId=nla.obj-1500963992&partId=nla.obj-1365457703#page/n10/mode/1up</ref> taking up the position of Director of Environmental Education in the Australian Department of Home Affairs and Environment (1983-1987)</ref>https://www.linkedin.com/in/annette-gough-76b2431b/?originalSubdomain=au</ref>. Here she initiated activities such as an annual National Environmental Education Seminar and Workshop series (1985-1987)<ref>Australia. Department of Arts, Heritage and Environment. (1987). Environmental education - past, present and future: proceedings of the Third National Environmental Education Seminar and Workshops, 11-13 February 1987, held at Ursula College, Australian National University, Canberra. Canberra: Australian Government Publishing Service.</ref>, the annual World Environment Day Youth Awards, a teachers’ guide to the National Conservation Strategy<ref>Australia. Department of Arts, Heritage and Environment. (1986). Teachers' Guide: A national conservation strategy for Australia. Canberra: Australian Government Publishing Service.</ref>, and educational resources to support World Environment Day each year. While with the Department, Gough led the Australian delegation to the UNESCO-UNEP International Congress on Environmental Education and Training.<ref>https://unesdoc.unesco.org/ark:/48223/pf0000080583.</ref>
In 1988 Gough returned to Melbourne to complete a PhD in environmental education at Deakin University. She graduated in 1995</ref>https://www.linkedin.com/in/annette-gough-76b2431b/?originalSubdomain=au</ref>.

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== Career as an academic ==
Gough was appointed as a lecturer in science and environmental education in the Faculty of Education at [[Deakin University]] in May 1990. Here she was part of a team that developed a Master of Education program in environmental education, and in particular the Foundations of Environmental Education course.<ref>Greenall Gough, A. (1993). Founders in Environmental Education. Geelong: Deakin University Press.</ref> She was promoted to senior lecturer in 1996 and associate professor in 2001, and held a range of roles across the University and Faculty. While at Deakin she made significant contributions to the field through her roles as managing editor of the Australian Journal of Environmental Education (1998-2002), a judge for Allen Strom Eureka Prize for Environmental Education (1997-2002), President of the Gould League of Victoria (2000-2002), and Vice-President of the Science Teachers’ Association of Victoria (1999-2001). These contributions were recognised by the Australian Association for Environmental Education making her a life fellow in 1992, and the Victorian Association for Environmental Education awarding her Environmental Educator of the Year in 2000.
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In 2005 Gough was appointed as Dean of the School of Education at [[RMIT University]], a position she held until 2013. Since that time she has engaged in a range of roles within the University </ref>https://www.linkedin.com/in/annette-gough-76b2431b/?originalSubdomain=au</ref> and was appointed Professor Emerita in 2015, retiring in 2020.
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While Dean, Gough chaired the Victorian Council of Deans of Education (2006-2011) [https://ltr.edu.au/resources/ALTCFinalReport_PracticumPartnerships_Electronic.pdf] and was a member of the board of the Australian Council of Deans of Education. She was also Director of the RMIT UNESCO-UNEVOC Centre. She also co-authored Australia’s second national statement on environmental education for schools for the Curriculum Corporation and the Australian Department of Arts and Heritage.<ref>Curriculum Corporation. (2005). Educating for a Sustainable Future: A National Statement on Environmental Education for Schools. Carlton South: Curriculum Corporation for the Australian Government Department of the Environment and Heritage.</ref>
She has been an adjunct professor at [[Monash University]] and held visiting positions at The [[Education University of Hong Kong]], [[Queen's University at Kingston]], [[Rhodes University]], [[Stellenbosch University]], and [[University of Victoria]] (British Columbia), among other institutions. Gough is highly regarded as a teacher of environmental education and research methodologies at these universities, including receiving a Deakin University Vice-Chancellor’s Award for Outstanding Achievement in Teaching and Learning in 2005. Her doctoral students value her devotion, support and encouragement to get them to completion, as recognised by a Deakin University Postgraduate Association Supervisor Award in 1996.
Gough has also engaged in a number of research and development projects for UNEP, UNESCO, UNESCO-UNEVOC and the International Baccalaureate Organisation (IBO). She was seconded to the UNEP regional office on Bangkok in 1985 to work on training materials for leaders.<ref>Greenall, A. (1986). Strategies for Increasing Environmental Awareness. In Environmental Education and Training in Asia and the Pacific. Bangkok: United Nations Environment Programme.</ref> In 2010 she developed a Framework for Science, Technology, Engineering and Mathematics Education in the Context of Education for Sustainable Development in Universities in Asia and the Pacific for COMprehensive Program to Enhance Technology, Engineering and ScieNCE Education (COMPETENCE) in Asia: The Role and Contribution of Higher Education Institutions<ref>Gough, A. (2010). Framework for Science, Technology, Engineering and Mathematics Education in the Context of Education for Sustainable Development in Universities in Asia and the Pacific for COMprehensive Program to Enhance Technology, Engineering and ScieNCE Education (COMPETENCE) in Asia: The Role and Contribution of Higher Education Institutions. Jakarta, Indonesia: UNESCO Regional Science Bureau for Asia and the Pacific.</ref> for UNESCO Jakarta. She also co-organised a UNESCO-UNEVOC Regional Seminar on TVET Teacher Education for Sustainable Development in Vietnam in 2009, and in 2013 she evaluated the implementation of their primary years program in Victorian government schools for the IBO.<ref>https://www.ibo.org/globalassets/publications/ib-research/pyp/pypinaustraliafinalreport.pdf</ref>
She was a member of the IUCN Commission on Education and Communication (2001-2005) and still serves on editorial boards for journals related to environmental and science education (Australian Journal of Environmental Education, Environmental Education Research, Journal of Biological Education).
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In 2023 she was awarded an [[Order of Australia Medal]] for her services to tertiary education and environmental education [https://honours.pmc.gov.au/honours/awards/2012496].


== Professional works ==
== Professional works ==
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Gough has been involved in writing curriculum materials and educational resources for teachers for much of her career. These include<ref>Greenall, A. (1978). Environmental Education Teachers' Handbook. Melbourne: Longman-Cheshire.</ref> two editions of the textbook for the Victorian senior secondary Outdoor and Environmental Studies subject.<ref>Black, J., Geary, J., Gough, A., & Pleasants, K. (2002). Outdoor and Environmental Studies: VCE Units 1 to 4. Tuggerah, NSW: Social Science Press.</ref><ref>Gough, A., Black, J., & Pleasants, K. (2005). Outdoor and Environmental Studies: VCE Units 1 to 4. Second edition. South Melbourne: Thomson Learning Australia.</ref>
Gough has a passion for changing the way science and environmental education is taught in schools, which can be traced back to her involvement with the Australian Science Education Project.

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She has been involved in writing curriculum materials and educational resources for teachers for much of her career. Her first major publication was a handbook for teachers in 1978.<ref>Greenall, A. (1978). Environmental Education Teachers' Handbook. Melbourne: Longman-Cheshire.</ref> While at the Curriculum Development Centre she co-wrote curriculum materials for schools.<ref>Greenall, A. (coauthor and editor). (1980). Investigating the National Estate. Canberra: Curriculum Development Centre.</ref><ref>Greenall, A.(coauthor).(1976). Habitat: human settlements for the future. Canberra: Curriculum Development Centre.</ref> After this she wrote for commercial publishers,<ref>Greenall, A. (1983). Pollution in Focus. South Melbourne: Educational Media Australia.</ref><ref>Greenall, A. (1982). Taking to the Streets. South Melbourne: Educational Media Australia.</ref> including co-authoring two editions of the textbook for the Victorian senior secondary Outdoor and Environmental Studies subject.<ref>Black, J., Geary, J., Gough, A., & Pleasants, K. (2002). Outdoor and Environmental Studies: VCE Units 1 to 4. Tuggerah, NSW: Social Science Press.</ref><ref>Gough, A., Black, J., & Pleasants, K. (2005). Outdoor and Environmental Studies: VCE Units 1 to 4. Second edition. South Melbourne: Thomson Learning Australia.</ref>
Her second major research monograph<ref>Gough, A. (1997). Education and the Environment: Policy, Trends and the Problems of Marginalisation. Australian Education Review Series No.39. Melbourne, Victoria: Australian Council for Educational Research.</ref> had its origins in her doctoral dissertation, and this has become a key reference for the field.<ref>Lumis, G. (1998). Gough, A. (1997). Education and the Environment. Policy, Trends and the Problems of Marginalisation. Melbourne: The Australian Council for Research Ltd, 204 pages. Australian Journal of Teacher Education, 23(1), 45-48.</ref> Here she provides “a broad appreciation of the emergence of environmental education as 'a history' of the field… Gough elaborates upon the early formation of the central associated issues, examining the processes that have moved towards international and national consensus. It is this background that positions the significance of her research as an imperative beyond the 1990's… [and] questions the domination of Anglo-American English speaking hegemony and the androcentric paradigms which have driven the agenda in environmental education to date”.<ref>Lumis, G. (1998). Gough, A. (1997). Education and the Environment. Policy, Trends and the Problems of Marginalisation. Melbourne: The Australian Council for Research Ltd, 204 pages. Australian Journal of Teacher Education, 23(1), 45, 46, 47.</ref>
Her major research monograph<ref>Gough, A. (1997). Education and the Environment: Policy, Trends and the Problems of Marginalisation. Australian Education Review Series No.39. Melbourne, Victoria: Australian Council for Educational Research</ref> provides a broad appreciation of the emergence of environmental education as 'a history' of the field. Gough elaborates upon the early formation of the central associated issues, examining the processes that have moved towards international and national consensus. It is this background that positions the significance of her research as an imperative beyond the 1990's [and] questions the domination of Anglo-American English speaking hegemony and the androcentric paradigms which have driven the agenda in environmental education to date”.<ref>Lumis, G. (1998). Gough, A. (1997). Education and the Environment. Policy, Trends and the Problems of Marginalisation. Melbourne: The Australian Council for Research Ltd, 204 pages. Australian Journal of Teacher Education, 23(1), 45, 46, 47.</ref>

Long an advocate for socially [[critical pedagogy]] in environmental education,<ref>Greenall Gough, A., & Robottom, I. (1993). Towards a socially critical environmental education: Water Quality Studies in a Coastal School. Journal of Curriculum Studies, 25(4), 301-316.</ref> in her thesis and associated monograph Gough expanded these notions through a lens of feminist [[poststructuralism]] and a concern for the domination of Western viewpoints in both science and environmental education (see, for example).<ref>Greenall Gough, A. (1993). Globalizing environmental education: What's language got to do with it? Journal of Experiential Education, 16(3), 32-39, 46.</ref><ref>Gough, A. (1998). Beyond Eurocentrism in science education: promises and problematics from a feminist poststructuralist perspective. In W.F. Pinar (Ed.), Curriculum: Toward New Identities (pp.185-209). New York: Garland.</ref><ref>Gough, A. (1999). Recognising women in environmental education pedagogy and research: Towards an ecofeminist poststructuralist perspective. Environmental Education Research, 5(2), 143-161.</ref><ref>Gough, A. (2001). Pedagogies of science (in)formed by global perspectives: Encouraging strong objectivity in classrooms. In J.A. Weaver, M. Morris & P. Appelbaum (Eds.), (Post) Modern Science (Education): Frustrations, Propositions, and Alternative Paths (pp.275-300). New York: Peter Lang.</ref>
Her pioneering advocacy for a feminist perspective in environmental education started with her doctoral research and continues.<ref>Gough, A. (1999a). Recognising women in environmental education pedagogy and research: Toward an ecofeminist poststructuralist perspective. Environmental Education Research, 5(2), 143–161.</ref><ref>Gough, A. (1999b). The power and the promise of feminist research in environmental education. Southern African Journal of Environmental Education, 19, 28–39.</ref><ref>Gough, A. (2013). Researching differently: Generating a gender agenda for research in environmental education. In R. B. Stevenson, M. Brody, J. Dillon & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp.375–383). New York: Routledge for the American Educational Research Association.</ref><ref>Gough, A., Russell, C., & Whitehouse, H. (2017). Moving gender from margin to center in environmental education. The Journal of Environmental Education, 48(1), 5–9. doi:10.1080/00958964.2016.1252306</ref><ref>Gough, A., & Whitehouse, H. (2003). The “nature” of environmental education research from a feminist poststructuralist standpoint. Canadian Journal of Environmental Education, 8, 31–43.</ref><ref>Gough, A., & Whitehouse, H. (2018). New vintages and new bottles: The “Nature” of environmental education from new material feminist and ecofeminist viewpoints. The Journal of Environmental Education, 49(4), 336–349.</ref><ref>Gough, A., & Whitehouse, H. (2019). Centering gender on the agenda for environmental education research, The Journal of Environmental Education, 50 (4-6), 332-347.</ref> During the 2000s she has also pursued research into cyborg/posthuman/more-than human studies as they relate to environmental and science education.<ref>Gough, A. (2002). I looked at the place where my breast used to be… WiseNet Journal, 60, 22-24.</ref><ref>Gough, A. (2003). Embodying a Mine Site: Enacting Cyborg Curriculum. Journal of Curriculum Theorizing, 19, 33-47.</ref><ref>Gough, A. (2004). Blurring Boundaries: Embodying cyborg subjectivity and methodology. In H. Piper & I. Stronach (Eds.), Educational Research: Difference and Diversity (pp.113-127). Burlington, VT: Ashgate.</ref><ref>Gough, A. (2005). Body/mine: A chaos narrative of cyborg subjectivities and liminal experiences. Women's Studies, 34(3-4), 249-264</ref><ref>Gough, A. (2015). Resisting becoming a Glomus Body within Posthuman Theorizing: Mondialisation and Embodied Agency in Educational Research. In N. Snaza & J. Weaver (Eds). Posthumanism and Educational Research (pp.254-275). New York: Routledge.</ref><ref>Gough, A. (2021). Intersectionality and assemblages at the margins: Towards posthuman environmental education. In J. Russell (Ed.), Queer Ecopedagogies: Explorations in Nature, Sexuality, and Education (pp. 161-181). Springer.</ref><ref>Gough, A., & Whitehouse, H. (2019). Centering gender on the agenda for environmental education research, The Journal of Environmental Education, 50 (4-6), 332-347.</ref><ref>Gough, A. (2020). Symbiopolitics, sustainability and science studies: How to engage with alien oceans. Cultural Studies <=> Critical Methodologies, 20(3), 272–282.</ref>
Her advocacy for a feminist perspective in environmental education started with her doctoral research and continues.<ref>Russell, C., & Fawcett, L. (2013). Moving margins in environmental education research. In R. B. Stevenson, M. Brody, J. Dillon & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp. 369-374). New York: Routledge</ref> During the 2000s she has also pursued research into [[cyborg]]/[[posthuman]]/more-than human studies as they relate to environmental and science education<ref>Gough, A. (2003). Embodying a Mine Site: Enacting Cyborg Curriculum. Journal of Curriculum Theorizing, 19, 33-47.</ref><ref>Gough, A. (2004). Blurring Boundaries: Embodying cyborg subjectivity and methodology. In H. Piper & I. Stronach (Eds.), Educational Research: Difference and Diversity (pp.113-127). Burlington, VT: Ashgate.</ref><ref>Gough, A. (2005). Body/mine: A chaos narrative of cyborg subjectivities and liminal experiences. Women's Studies, 34(3-4), 249-264</ref>

She has also been concerned with the positioning of environmental education in the school curriculum and its relationship with science education.<ref>Gough, A. (2002). Mutualism: a different agenda for science and environmental education. International Journal of Science Education, 24(11), 1201-1215.</ref><ref>Gough, A. (2004). Achieving 'sustainability education' in primary schools as a result of the Victorian Science in Schools Research Project. Australian Journal of Environmental Education, 20(2), 31-40.</ref><ref>Gough, A. (2008). Towards more effective learning for sustainability: reconceptualising science education. Transnational Curriculum Inquiry, 5(1), 32-50.</ref><ref>Gough, A. (2011). The Australian-ness of Government Action in Environmental Education. Australian Journal of Environmental Education, 27(1), 1-15.</ref><ref>Gough, A. (2016a). Tensions around the teaching of environmental sustainability in schools. In T. Barkatsas & A. Bertram (Eds.), Global Learning in the 21st Century (pp.83-102). Sense Publishers.</ref><ref>Gough, A. (2016b). Teacher Education for Sustainable Development: Past, Present and Future. In W. Leal Filho & P. Pace (Eds.), Teaching Education for Sustainable Development at University Level (pp.109-122). Springer.</ref><ref>Gough, A. (2018). Sustainable Development and Global Citizenship Education: Challenging Imperatives. In I. Davies, L-C. Ho, D. Kiwan, C. Peck, A. Peterson, E. Sant, & Y.Waghid (Eds.). The Palgrave Handbook of Global Citizenship and Education (pp.295-312). Palgrave.</ref><ref>Gough, A. (2020). Environmental/sustainability education in a global context: A story of political and disciplinary resistances. In J.C.K. Lee & N. Gough (Eds.), Transnational education and curriculum studies: International perspectives (pp. 99-113). Routledge.</ref>
Through each of these threads of research Gough is endeavouring to reshape and find new pathways for the fields of her interest. As John Weaver wrote, “Annette Gough’s personal accounting of reshaping her body and identity as she becomes posthuman demonstrates a new path for curriculum studies scholars and autobiography”.<ref>Weaver, J. A. (2010). Educating the Posthuman: Biosciences, Fiction, and Curriculum Studies. Sense Publishers, p.31.</ref>
Through each of these threads of research Gough is endeavouring to reshape and find new pathways for the fields of her interest. As John Weaver wrote, “Annette Gough’s personal accounting of reshaping her body and identity as she becomes posthuman demonstrates a new path for curriculum studies scholars and autobiography”.<ref>Weaver, J. A. (2010). Educating the Posthuman: Biosciences, Fiction, and Curriculum Studies. Sense Publishers, p.31.</ref>


== Other activities ==
== Other activities ==
From 2006 to 2021 Gough was a Managing Trustee for the King and Amy O’Malley Trust and Chair of the Scholarship Advisory Committee from 2010-2021 [[https://omalleytrust.org.au/reflections]].
From 2006 to 2021 Gough was a Managing Trustee for the King and Amy O’Malley Trust and Chair of the Scholarship Advisory Committee from 2010–2021.<ref>{{cite web |title=Reflections on 15 years with the O’Malley Trust: An unintentional adventure in changing times|website=King & Amy O'Malley Trust|url=https://omalleytrust.org.au/reflections}}</ref>

==Selecte publications==
===Articles===
* Gough, A. (2002). Mutualism: a different agenda for science and environmental education. ''International Journal of Science Education'', 24(11), 1201-1215.
* Gough, A. (2008). Towards more effective learning for sustainability: reconceptualising science education. ''Transnational Curriculum Inquiry'', 5(1), 32-50.
* Gough, A. (2011). The Australian-ness of Government Action in Environmental Education. ''Australian Journal of Environmental Education'', 27(1), 1-15.
* Gough, A., & Whitehouse, H. (2019). Centering gender on the agenda for environmental education research, ''The Journal of Environmental Education'', 50 (4-6), 332-347.
* Gough, A. (2020). Symbiopolitics, sustainability and science studies: How to engage with alien oceans. ''[[Cultural Studies ↔ Critical Methodologies]]'', 20(3), 272–282.

===Chapters===
* Gough, A. (2015). Resisting becoming a Glomus Body within Posthuman Theorizing: Mondialisation and Embodied Agency in Educational Research. In N. Snaza & J. Weaver (Eds). ''Posthumanism and Educational Research'' (pp. 254-275). New York: Routledge.
* Gough, A. (2016a). Tensions around the teaching of [[environmental sustainability]] in schools. In T. Barkatsas & A. Bertram (Eds.), ''Global Learning in the 21st Century'' (pp. 83-102). Sense Publishers.
* Gough, A. (2018). Sustainable Development and Global Citizenship Education: Challenging Imperatives. In I. Davies, L-C. Ho, D. Kiwan, C. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.). ''The Palgrave Handbook of Global Citizenship and Education'' (pp. 295-312). Palgrave.
* Gough, A. (2020). Environmental/sustainability education in a global context: A story of political and disciplinary resistances. In J.C.K. Lee & N. Gough (Eds.), ''Transnational education and curriculum studies: International perspectives'' (pp. 99-113). Routledge.
* Gough, A. (2021). Intersectionality and assemblages at the margins: Towards posthuman environmental education. In J. Russell (Ed.), ''Queer Ecopedagogies: Explorations in Nature, Sexuality, and Education'' (pp. 161-181). Springer.


==References==
==References==
{{reflist}}
{{reflist|colwidth=30em}}

==External links==
*{{official website|https://www.rmit.edu.au/contact/staff-contacts/academic-staff/g/gough-professor-annette}} ''Includes list of publications''
* [https://www.ejmste.com/download/challenges-in-environmental-education-a-conversation-with-annette-gough-4152.pdf Interview with Gough], ''Eurasia Journal of Mathematics, Science and Technology Education'' (2009)
{{Authority control}}
{{DEFAULTSORT:Gough, Annette}}
[[Category:1950 births]]
[[Category:Living people]]
[[Category:Australian educational theorists]]
[[Category:Academics from Melbourne]]
[[Category:Australian women academics]]
[[Category:University of Melbourne alumni]]
[[Category:Academic staff of RMIT University]]
[[Category:Recipients of the Medal of the Order of Australia]]
[[Category:20th-century scholars]]

Latest revision as of 09:45, 31 October 2023

Annette Elizabeth Gough OAM (born 1950) is an Australian science and environmental education scholar and Professor Emerita in the School of Education at Royal Melbourne Institute of Technology in Australia.[1] She is a pioneer of the environmental education movement in Australia.[2] Gough is known for her critical analysis of the history of the field[3] and for introducing a gender dimension in environmental education research.[4] Although best known for this work, Gough has also made important contributions to science education, research methodology and gender studies.[5]

Early life and education

[edit]

Gough was born in Melbourne, Victoria, where she completed a BSc in Education and a Master of Education at the University of Melbourne. Gough joined the Australian Government’s Curriculum Development Centre in 1974 to work on the dissemination of the Australian Science Education Project.[6] She transitioned to working on the development of the new field of environmental education[7] which she documented in her Master of Education thesis, Environmental Education in Australia: Phenomenon of the Seventies – A Case Study in National Curriculum Action.[8]

At the Curriculum Development Centre Gough took on coordination of the national environmental education program (1976–1981),[9] which was the origins of the Australian Association for Environmental Education (AAEE).[10] In 1984 Gough was appointed as president of the AAEE.[11] When the Curriculum Development Centre was disbanded in 1982[12] Gough took up the position of Director of Environmental Education in the Australian Department of Home Affairs and Environment (1983–1987). While with the Department, Gough led the Australian delegation to the UNESCO–UNEP International Congress on Environmental Education and Training.[13]

Career as an academic

[edit]

Gough was appointed as a lecturer in science and environmental education in the Faculty of Education at Deakin University in May 1990.[14] While at Deakin she completed her PhD[15] and made significant contributions to the field through her roles as managing editor of the Australian Journal of Environmental Education (1998–2002), and other organisations. These contributions were recognised by the Australian Association for Environmental Education making her a life fellow in 1992.[16]

In 2005 Gough was appointed as Dean of the School of Education at RMIT University, a position she held until 2013. Since that time she has engaged in a range of roles within the University and was appointed Professor Emerita in 2015, retiring in 2020.

While Dean, Gough co-authored Australia’s second national statement on environmental education for schools for the Curriculum Corporation and the Australian Department of Arts and Heritage,[17] after having written the first national statement in 1980.[18]

In 2023 she was awarded an Order of Australia Medal for her services to tertiary education and environmental education.[19]

Professional works

[edit]

Gough has been involved in writing curriculum materials and educational resources for teachers for much of her career. These include[20] two editions of the textbook for the Victorian senior secondary Outdoor and Environmental Studies subject.[21][22]

Her major research monograph[23] provides a broad appreciation of the emergence of environmental education as 'a history' of the field. Gough elaborates upon the early formation of the central associated issues, examining the processes that have moved towards international and national consensus. It is this background that positions the significance of her research as an imperative beyond the 1990's [and] questions the domination of Anglo-American English speaking hegemony and the androcentric paradigms which have driven the agenda in environmental education to date”.[24]

Her advocacy for a feminist perspective in environmental education started with her doctoral research and continues.[25] During the 2000s she has also pursued research into cyborg/posthuman/more-than human studies as they relate to environmental and science education[26][27][28]

Through each of these threads of research Gough is endeavouring to reshape and find new pathways for the fields of her interest. As John Weaver wrote, “Annette Gough’s personal accounting of reshaping her body and identity as she becomes posthuman demonstrates a new path for curriculum studies scholars and autobiography”.[29]

Other activities

[edit]

From 2006 to 2021 Gough was a Managing Trustee for the King and Amy O’Malley Trust and Chair of the Scholarship Advisory Committee from 2010–2021.[30]

Selecte publications

[edit]

Articles

[edit]
  • Gough, A. (2002). Mutualism: a different agenda for science and environmental education. International Journal of Science Education, 24(11), 1201-1215.
  • Gough, A. (2008). Towards more effective learning for sustainability: reconceptualising science education. Transnational Curriculum Inquiry, 5(1), 32-50.
  • Gough, A. (2011). The Australian-ness of Government Action in Environmental Education. Australian Journal of Environmental Education, 27(1), 1-15.
  • Gough, A., & Whitehouse, H. (2019). Centering gender on the agenda for environmental education research, The Journal of Environmental Education, 50 (4-6), 332-347.
  • Gough, A. (2020). Symbiopolitics, sustainability and science studies: How to engage with alien oceans. Cultural Studies ↔ Critical Methodologies, 20(3), 272–282.

Chapters

[edit]
  • Gough, A. (2015). Resisting becoming a Glomus Body within Posthuman Theorizing: Mondialisation and Embodied Agency in Educational Research. In N. Snaza & J. Weaver (Eds). Posthumanism and Educational Research (pp. 254-275). New York: Routledge.
  • Gough, A. (2016a). Tensions around the teaching of environmental sustainability in schools. In T. Barkatsas & A. Bertram (Eds.), Global Learning in the 21st Century (pp. 83-102). Sense Publishers.
  • Gough, A. (2018). Sustainable Development and Global Citizenship Education: Challenging Imperatives. In I. Davies, L-C. Ho, D. Kiwan, C. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.). The Palgrave Handbook of Global Citizenship and Education (pp. 295-312). Palgrave.
  • Gough, A. (2020). Environmental/sustainability education in a global context: A story of political and disciplinary resistances. In J.C.K. Lee & N. Gough (Eds.), Transnational education and curriculum studies: International perspectives (pp. 99-113). Routledge.
  • Gough, A. (2021). Intersectionality and assemblages at the margins: Towards posthuman environmental education. In J. Russell (Ed.), Queer Ecopedagogies: Explorations in Nature, Sexuality, and Education (pp. 161-181). Springer.

References

[edit]
  1. ^ "Professor Annette Gough - RMIT University". www.rmit.edu.au. Retrieved 27 April 2023.
  2. ^ Karena, C. 2010) Environmental education in Australian schools. ECOS Magazine. http://www.ecosmagazine.com/print/EC155p16.htm
  3. ^ Gough, A. (2013). The Emergence of Environmental Education: a ‘history’ of the field. In R.B. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp.13-22). New York: Routledge for the American Educational Research Association.
  4. ^ Russell, C., & Fawcett, L. (2013). Moving margins in environmental education research. In R. B. Stevenson, M. Brody, J. Dillon & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp. 369-374). New York: Routledge.
  5. ^ "ORCID". orcid.org.
  6. ^ Gill, W. (1991). The Australian Science Education Project: a case study in curriculum implementation. Master of Education coursework thesis. Parkville: University of Melbourne. http://hdl.handle.net/11343/42683
  7. ^ McCrea, E. (2006). The roots of environmental education: How the past supports the future. Retrieved from http://files.eric.ed.gov/fulltext/ED491084.pdf.
  8. ^ Greenall, A. (1981) Environmental Education in Australia: Phenomenon of the Seventies - A Case Study in National Curriculum Action. Occasional Paper No.7. Canberra: Curriculum Development Centre.
  9. ^ Tasar, M.F. (2009). Challenges in environmental education: A conversation with Annette Gough. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 187-196; ozEEnews, 132, p.9.
  10. ^ ozEEnews, 132; www.aaee.org.au.
  11. ^ "AAEE Presidents" (PDF). Australian Association for Environmental Education. Retrieved 2023-04-28.
  12. ^ "Curriculum Development Centre - Organisation - Curriculum Policy Archive". scpp.esrc.unimelb.edu.au.
  13. ^ "International strategy for action in the field of environmental education and training for the 1990s". UNESCDOC Digital Library. 1988. Retrieved 2023-04-28.
  14. ^ "Deakin University celebrates Australia Day 2023 Honours List appointees". Deakin University. 2023-01-27. Retrieved 2023-04-28.
  15. ^ Greenall Gough, Annette; Deakin University. Faculty of Education (1994), Fathoming the fathers in environmental education : a feminist poststructuralist analysis, retrieved 29 April 2023
  16. ^ Robottom, I. (1992). Congratulations to Annette Greenall Gough-The Newest Fellow of AAEE Inc. ozEEnews, 52, 5.
  17. ^ Curriculum Corporation. (2005). Educating for a Sustainable Future: A National Statement on Environmental Education for Schools. Carlton South: Curriculum Corporation for the Australian Government Department of the Environment and Heritage
  18. ^ Greenall, A. (1980). Environmental Education for Schools or how to catch environmental education. Canberra: Curriculum Development Centre.
  19. ^ "Professor Emerita Annette Elizabeth GOUGH". honours.pmc.gov.au. Retrieved 2023-04-26.
  20. ^ Greenall, A. (1978). Environmental Education Teachers' Handbook. Melbourne: Longman-Cheshire.
  21. ^ Black, J., Geary, J., Gough, A., & Pleasants, K. (2002). Outdoor and Environmental Studies: VCE Units 1 to 4. Tuggerah, NSW: Social Science Press.
  22. ^ Gough, A., Black, J., & Pleasants, K. (2005). Outdoor and Environmental Studies: VCE Units 1 to 4. Second edition. South Melbourne: Thomson Learning Australia.
  23. ^ Gough, A. (1997). Education and the Environment: Policy, Trends and the Problems of Marginalisation. Australian Education Review Series No.39. Melbourne, Victoria: Australian Council for Educational Research
  24. ^ Lumis, G. (1998). Gough, A. (1997). Education and the Environment. Policy, Trends and the Problems of Marginalisation. Melbourne: The Australian Council for Research Ltd, 204 pages. Australian Journal of Teacher Education, 23(1), 45, 46, 47.
  25. ^ Russell, C., & Fawcett, L. (2013). Moving margins in environmental education research. In R. B. Stevenson, M. Brody, J. Dillon & A. Wals (Eds.), International Handbook of Research on Environmental Education (pp. 369-374). New York: Routledge
  26. ^ Gough, A. (2003). Embodying a Mine Site: Enacting Cyborg Curriculum. Journal of Curriculum Theorizing, 19, 33-47.
  27. ^ Gough, A. (2004). Blurring Boundaries: Embodying cyborg subjectivity and methodology. In H. Piper & I. Stronach (Eds.), Educational Research: Difference and Diversity (pp.113-127). Burlington, VT: Ashgate.
  28. ^ Gough, A. (2005). Body/mine: A chaos narrative of cyborg subjectivities and liminal experiences. Women's Studies, 34(3-4), 249-264
  29. ^ Weaver, J. A. (2010). Educating the Posthuman: Biosciences, Fiction, and Curriculum Studies. Sense Publishers, p.31.
  30. ^ "Reflections on 15 years with the O'Malley Trust: An unintentional adventure in changing times". King & Amy O'Malley Trust.
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