Regardless of the name chosen, theories or discourse fostered, education related to sustainability (or “environment”), one of the biggest challenges is to disrupt the normative hegemonic practices of “education” and “research” that create economic and social disparities which, among other things fuel unsustainable living (Dorling, 2010). Research conferences can also be places of some of the same normative practices which privilege transmission, technical and reductionist ways of thinking, disembodied knowing, and other approaches which promote “unsustainability” (cf. Freire, 1970; Gadotti, 2008). Concern for the difficulties of postnormal times has brought forth calls for the use of creative methods (Montuori, 2011; Sandar, 2010) and in many fields of education, research fosters greater equity and champions freedom, education and development for all through such creativity (see Barndt, 2011; Cavanagh, 2000). Within and between the various fields of environmental and sustainability education, however, there has been much discussion and conflict and many have pointed out that “global inequality, cultural differences, as well as conceptual confusions inherent in the concept make the idea of global sustainability and the role of education problematic (Cartea, 205; Dei, 1993; Jickling, 2005; Power, 2003; Trainer, 1990)” (Manteaw, 2009, p. 166). This interactive session will explore the ways that delegates at an educational research conference (this one – ECER 2012) understand sustainability education and related research. They will be invited to explore the landscape of this field of research as initially outlined by the presenters (see Beringera, & Adomßenta, 2008;  Mulà & Tilbury, 2011; Paden& Chhokar, 2007; Pipere, Reunamo & Jones, 2010; Talwar, Wiek & Robinson, 2011; Wright, 2007). This is an invitation to interact with the landscape, to add, to suggest deletions, to offer different parameters, to support and to question (the need, the words, the definitions of the words, the language, the colours used). This interaction also offers the opportunity for self-reflection on practices of research, education and conference structure and how one engages within a research conference.

Barndt, D. (Ed.) (2011). Viva! Community arts and popular education in the Americas. Toronto, ON: Between the Lines. Beringera, A., & Adomßenta, M. (2008). Sustainable university research and development: inspecting sustainability in higher education research. Environmental Education Research, 14(6), 607-623. Cavanagh, C. (2000). ‘Naming the Moment’ A participatory process of political analysis for action. Participatory Learning and Action Notes 38, 73-76. Dorling, D. (2010). Opinion: Social inequality and environmental justice. Environmental Scientist, 9-13. Freire, P. (1970). Pedogogy of the oppressed. New York: Continuum. Gadotti, M. (2008) Education for sustainability: A critical contribution to the Decade of Education for Sustainable Development. Green Theory & Praxis: The Journal of Ecopedagogy, 4(1), 15-64. Manteaw, B. (2009). Living in and off the environment: Educating for sustainable development in an unequal world. In David B. Zandvliet (Ed.). Diversity in Environmental Education Research. pp 159-176. Rotterdam, The Netherlands: Sense Publishers. marino, d. (1997). Wild garden: Art, education and the culture of resistance. Toronto, ON: Between the Lines. Mulà, I. & Tilbury, D. (eds.). (2011). National Journeys towards Education for Sustainable Development. Paris: UNESCO. Paden, M. & Chhokar, K. B. (2007). Exploring research priorities for the DESD. Journal of Education for Sustainable Development 1(1), 73-75. Pipere, A., Reunamo, J., & Jones, M. (2010). Perceptions of research in education for sustainable development: an international perspective. Discourse and Communication for Sustainable Education, 1(2), 5-24. Reason, P. (1998). Three approaches to participatory inquiry. In N. K. Denzin & U. S. Lincoln (Eds.), Strategies of qualitative inquiry. (pp. 261-291), Thousand Oaks, London and New Delhi: Sage. Talwar, S., Wiek, A., & Robinson, J. (2011). User engagement in sustainability research Science and Public Policy, 38(5), 379-390. Wright, T. (2007). Higher education for sustainability: Developing a comprehensive research agenda. Journal of Education for Sustainable Development, 1(1), 101–106.