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Annette Gough

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  • Comment: Quote: Her pioneering advocacy for a feminist perspective in environmental education started with her doctoral research and continues.[43][44][45][46][47][48][49] The reader infers that seven reliable sources will attest to her pioneering advocacy, etc. But actually none is cited for this. Instead, each source is by Gough herself; and no writer is a reliable source for a claim for her own accomplishment, such as that she is, or was, a pioneer. ¶ Sources for Gough should not normally be by Gough, her associates or her employer; they should be by people independent of her. ¶ An assertion usually comes with just one reliable source; citing more than three is a pretty reliable indicator that something is very wrong. ¶ External links belong in references and perhaps in a very short list of "External links"; they don't belong in the body text. Hoary (talk) 23:22, 3 April 2023 (UTC)
  • Comment: Please remove all inline external links from body text; convert to citations where relevant. DoubleGrazing (talk) 14:06, 22 March 2023 (UTC)
  • Comment: Too much unreferenced content, eg. the entire 'Other activities' and 'Personal life' sections have no citations. See WP:BLP for advice on referencing articles on living people. DoubleGrazing (talk) 14:05, 22 March 2023 (UTC)

Annette Elizabeth Gough OAM.[1] (born 1950) is an Australian Professor Emerita in the School of Education at RMIT University in Melbourne, AustraliaCite error: A <ref> tag is missing the closing </ref> (see the help page).. One of the founders of the environmental education movement in Australia, Gough is known for her critical analysis of the history of the field[2] and for pioneering a gender dimension in environmental education research.[3] Although best known for this work, Gough has also made important contributions to science education, research methodology and gender studies.[4]

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.[5] Here [as Annette Greenall] she soon transitioned to working on the development of the then new field of environmental education[6] which she documented in her Master of Education thesis, Environmental Education in Australia: Phenomenon of the Seventies - A Case Study in National Curriculum Action.[7] 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).[8] Her role here included writing Australia’s first national statement on environmental education[9] and coordinating the Environmental Education Project (directed by John Smith) and which was the origins of the Australian Association for Environmental Education [1] (AAEE).[10] Gough went on to be the third president, and first female president of the AAEE (1984-1986) [2], leading a femocrat executive.[11] The Curriculum Development Centre was disbanded in 1982[12] as part of Australian Government cut backs[13], followed by the position of Director of Environmental Education in the Australian Department of Home Affairs and Environment (1983-1987). 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[14], 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.[15] In 1988 Gough returned to Melbourne to complete a PhD in environmental education at Deakin University. She graduated in 1995.

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.[16] 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), and other organisations. 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. 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 chaired the Victorian Council of Deans of Education (2006-2011) [3] 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.[17] 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.[18] 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[19] 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.[20] 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). In 2023 she was awarded an Order of Australia Medal for her services to tertiary education and environmental education [4].

Professional works

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. 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.[21] While at the Curriculum Development Centre she co-wrote curriculum materials for schools.[22][23] After this she wrote for commercial publishers,[24][25] including co-authoring two editions of the textbook for the Victorian senior secondary Outdoor and Environmental Studies subject.[26][27] Her second major research monograph[28] had its origins in her doctoral dissertation, and this has become a key reference for the field.[29] 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”.[30] Long an advocate for socially critical pedagogy in environmental education,[31] 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).[32][33][34][35] Her pioneering advocacy for a feminist perspective in environmental education started with her doctoral research and continues.[36][37][38][39][40][41][42] During the 2000s she has also pursued research into cyborg/posthuman/more-than human studies as they relate to environmental and science education.[43][44][45][46][47][48][49][50] She has also been concerned with the positioning of environmental education in the school curriculum and its relationship with science education.[51][52][53][54][55][56][57][58] 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”.[59]

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 [[5]].

References

  1. ^ https://honours.pmc.gov.au/honours/awards/2012496]
  2. ^ 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.
  3. ^ 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.
  4. ^ https://orcid.org/0000-0002-4189-216X
  5. ^ 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
  6. ^ Greenall, A.E. & Womersley, J.C. (editors) (1977) Development of Environmental Education in Australia - Key Issues. Canberra: Curriculum Development Centre.
  7. ^ 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.
  8. ^ 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.
  9. ^ Greenall, A. (1980). Environmental Education for Schools or how to catch environmental education. Canberra: Curriculum Development Centre.
  10. ^ ozEEnews, 132; www.aaee.org.au.
  11. ^ ozEEnews, 39 and 132.
  12. ^ https://scpp.esrc.unimelb.edu.au/biogs/E000247b.htm
  13. ^ https://nla.gov.au/nla.obj-1363869499/view?sectionId=nla.obj-1500963992&partId=nla.obj-1365457703#page/n10/mode/1up
  14. ^ Australia. Department of Arts, Heritage and Environment. (1986). Teachers' Guide: A national conservation strategy for Australia. Canberra: Australian Government Publishing Service.
  15. ^ https://unesdoc.unesco.org/ark:/48223/pf0000080583.
  16. ^ Greenall Gough, A. (1993). Founders in Environmental Education. Geelong: Deakin University Press.
  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. (1986). Strategies for Increasing Environmental Awareness. In Environmental Education and Training in Asia and the Pacific. Bangkok: United Nations Environment Programme.
  19. ^ 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.
  20. ^ https://www.ibo.org/globalassets/publications/ib-research/pyp/pypinaustraliafinalreport.pdf
  21. ^ Greenall, A. (1978). Environmental Education Teachers' Handbook. Melbourne: Longman-Cheshire.
  22. ^ Greenall, A. (coauthor and editor). (1980). Investigating the National Estate. Canberra: Curriculum Development Centre.
  23. ^ Greenall, A.(coauthor).(1976). Habitat: human settlements for the future. Canberra: Curriculum Development Centre.
  24. ^ Greenall, A. (1983). Pollution in Focus. South Melbourne: Educational Media Australia.
  25. ^ Greenall, A. (1982). Taking to the Streets. South Melbourne: Educational Media Australia.
  26. ^ Black, J., Geary, J., Gough, A., & Pleasants, K. (2002). Outdoor and Environmental Studies: VCE Units 1 to 4. Tuggerah, NSW: Social Science Press.
  27. ^ Gough, A., Black, J., & Pleasants, K. (2005). Outdoor and Environmental Studies: VCE Units 1 to 4. Second edition. South Melbourne: Thomson Learning Australia.
  28. ^ 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.
  29. ^ 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.
  30. ^ 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.
  31. ^ 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.
  32. ^ Greenall Gough, A. (1993). Globalizing environmental education: What's language got to do with it? Journal of Experiential Education, 16(3), 32-39, 46.
  33. ^ 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.
  34. ^ Gough, A. (1999). Recognising women in environmental education pedagogy and research: Towards an ecofeminist poststructuralist perspective. Environmental Education Research, 5(2), 143-161.
  35. ^ 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.
  36. ^ Gough, A. (1999a). Recognising women in environmental education pedagogy and research: Toward an ecofeminist poststructuralist perspective. Environmental Education Research, 5(2), 143–161.
  37. ^ Gough, A. (1999b). The power and the promise of feminist research in environmental education. Southern African Journal of Environmental Education, 19, 28–39.
  38. ^ 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.
  39. ^ 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
  40. ^ Gough, A., & Whitehouse, H. (2003). The “nature” of environmental education research from a feminist poststructuralist standpoint. Canadian Journal of Environmental Education, 8, 31–43.
  41. ^ 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.
  42. ^ Gough, A., & Whitehouse, H. (2019). Centering gender on the agenda for environmental education research, The Journal of Environmental Education, 50 (4-6), 332-347.
  43. ^ Gough, A. (2002). I looked at the place where my breast used to be… WiseNet Journal, 60, 22-24.
  44. ^ Gough, A. (2003). Embodying a Mine Site: Enacting Cyborg Curriculum. Journal of Curriculum Theorizing, 19, 33-47.
  45. ^ 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.
  46. ^ Gough, A. (2005). Body/mine: A chaos narrative of cyborg subjectivities and liminal experiences. Women's Studies, 34(3-4), 249-264
  47. ^ 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.
  48. ^ 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.
  49. ^ Gough, A., & Whitehouse, H. (2019). Centering gender on the agenda for environmental education research, The Journal of Environmental Education, 50 (4-6), 332-347.
  50. ^ Gough, A. (2020). Symbiopolitics, sustainability and science studies: How to engage with alien oceans. Cultural Studies <=> Critical Methodologies, 20(3), 272–282.
  51. ^ Gough, A. (2002). Mutualism: a different agenda for science and environmental education. International Journal of Science Education, 24(11), 1201-1215.
  52. ^ 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.
  53. ^ Gough, A. (2008). Towards more effective learning for sustainability: reconceptualising science education. Transnational Curriculum Inquiry, 5(1), 32-50.
  54. ^ Gough, A. (2011). The Australian-ness of Government Action in Environmental Education. Australian Journal of Environmental Education, 27(1), 1-15.
  55. ^ 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.
  56. ^ 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.
  57. ^ 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.
  58. ^ 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.
  59. ^ Weaver, J. A. (2010). Educating the Posthuman: Biosciences, Fiction, and Curriculum Studies. Sense Publishers, p.31.
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