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Update my staff profile
Teaching commitment- EDF2612--EXPERIENTIALEDUCATIONINSPORTANDOUTDOORRECREATION.
- EDF3615--EXPERIENCINGAUSTRALIANLANDSCAPES
- EDF3618--RESEARCHPLANNINGINSPORTANDOUTDOORRECREATION
Research InterestsThe nature of the human experience of various environments, including 'nature'.
Experiential, environmental and outdoor Education.
The family as a site of environmental ethics/politics education.
The social construction of human-environment relations.
The critical phenomenology of the body and time-space.
Research planning and methodology in experiential education.
Professional Associations
- Victorian Outdoor Education Association
- Australian Council of Health, Physical Education and Recreation
Community Service
- Associate Professor Phillip Payne is a member of the Monash Peninsula Community Advisory Committee that works closely with various local governments, federal and state politicians, and leaders in the community, health, education and business sectors.
SupervisionAssociate Professor Phillip Payne has successfully supervised approximately 15 postgraduate students, including 5 PhD's.
-Work and Risk Outcomes for Youth Participants in a Green Corps Project.
- The Socio-Ecological Experience of River Places in Outdoor Education: A Phenomenological Study.
- Greening VCE Religious Studies: An Ecotheological Revisioning of the Curriculum.
- An Educational Vision and Curriculum Policy Framework for the Maldives in a Context of Globalisation: A Study of Stakeholders Views.
- Rudolf Steiners Pedagogy of Imagination: A Phenomenological Case Study.
EditorialAssociate Professor Phillip Payne joined Monash University in early 2006 as the Course Director of Sport and Outdoor Recreation and Research Leader of the Movement, Environment and Community (MEC) group. He is an international editorial board member for Environmental Education Research, Journal of Environmental Education and Australian Journal of Environmental Education. Previously, he devised and led the development of Outdoor Education at La Trobe University in 1983, was the Principal Writer of the Victorian Certificate of Education -- Outdoor Education Study Design in 1988 and has published and presented approximately 100 academic papers, successfully written 5 grants and has been the invited keynote speaker at numerous international and national conferences.
PublicationsBooks
Cutter-Mackenzie, A., & Payne, P. (in preparation). Teaching Environmental Education Experientially: A Research-Led-Approach to Pedagogies for Sustainability. Rotterdam, Netherlands: Sense Publishers.
Book Chapters (* = invited)
Payne, P. (submitted). Untimely Ecophenomenological Framings of Environmental Education Research. In A. Wals, J. Dillon, M. Brody, & B. Stevenson (Eds.). International Handbook of Research in Environmental Education: A project of the American Educational Research Association.
*Payne, P. (2009) Postmodern Oikos. In M. McKenzie, H. Bai, P. Hart & B. Jickling (Eds.). Fields of Green: Restorying Culture, Environment and Education. Creskill, NJ: Hampton Press.
*Payne, P. (2005). Critical Experience in Outdoor Education. In Tracey Dickson, Tonia Gray, Bruce Hayllar, (Eds.) Outdoor and Experiential Learning: Views from the Top, Otago, NZ: Otago University Press, pp. 184-201.
*Payne, P. (2000). Embodiment and Action Competence. In Bjarne Jensen, Karsten Schnack & Venka Simovska (Eds.) Critical Environmental and Health Education: Research Issues and Challenges, Copenhagen, The Danish University of Education, pp. 185-208.
Payne, P. (1998). The Politics of Nature: Childrens Conceptions, Constructions and Values. In Mauri Ahlberg & Walter Filho (Eds.) Umweltbildung, Umweltkommunkation und Nachhaltigkeit (Environmental Education, Communication and Sustainability), Frankfurt am Main: Peter Lang, pp. 209-229.
Payne, P. (1994). Reconceiving the Moral Subject in Ecological Feminism. In Karen J. Warren (Ed.) Ecological Feminism, London: Routledge.
Journal Articles
Payne, P. (submitted). Moral Spaces, Intergenerational Influences and the Social Ecology of families in environmental ethics education. Environmental Education Research.
Payne, P. (2009). Remarkable Tracking, Experiential Education of the Ecological Imagination. Environmental Education Research, Special Edition: Children's Literature and Environmental Education.
Payne, P. & Wattchow, B. (2009). Phenomenological deconstruction, slow pedagogy and the corporeal turn in wild environmental/outdoor education. Canadian Journal of Environmental Education. 14,
Payne, P. & Wattchow, B. (2008). Slow Pedagogy and Placing Education in Post-Traditional Outdoor Education. Australian Journal of Outdoor Education, 12(1), pp. 25-38.
*Payne, P. (2006). Gnome Tracking vs. The Sceptics: Experiential education and the early childhood setting. Early Childhood, 12(2), 10-11.
Payne, P. (2006). Environmental Education and Curriculum Theory. Journal of Environmental Education. 35(1), pp. 1-12.
*Payne, P. (2005). Growing Up Green. Journal of the Home Economics Institute of Australia, 12 (3), pp. 2-12.
Payne, P. (2005). Families, Homes and Environmental Education. Australian Journal of Environmental Education, 21, pp. 81-95.
Payne, P. (2005). Ways of Doing Learning, Teaching and Researching. Canadian Journal of Environmental Education, 10, pp. 108-124.
*Payne, P. (2005). Lifeworld and Textualism: Reassembling the Researcher/ed and Others, Environmental Education Research, 11 (4), pp. 413-431.
Payne, P. (2003). The Technics of Environmental Education. Environmental Education Research, 9 (4), pp. 525-541.
*Payne, P. (2003). Postphenomenological Enquiry and Living the Environmental Condition. Canadian Journal of Environmental Education, 8, pp. 169-190.
Payne, P. (2002). On the Construction, Deconstruction and Reconstruction of Experience in Critical Outdoor Education. Australian Journal of Outdoor Education, 6(2), pp. 4-21.
*Payne, P. (2002). Post-metatheorizing Environmental Behaviours in Environmental Education. Environmental Education Research, 8(3), pp. 307-314.
Payne, P. (2001). Evaluating VCE Outdoor Education: A Partial Response to Robbo Bennetts. Journeys, 6(2), pp. 15-18.
Payne, P. (2000). Identity and Environmental Education. Environmental Education Research, 7(1), pp. 67-88.
Payne, P. (1999). The Significance of Experience in SLE Research. Environmental Education Research, 5(4), pp. 365-381.
*Payne, P. (1999). Postmodern Challenges and Modern Horizons: Education for being for the environment. Environmental Education Research, 5(1), pp. 5-34.
Payne, P. & Riddell, K. (1999). Thinking the Environment: The Written Epistemology of Enquiry. Canadian Journal of Environmental Education, 4, pp.
Burdett, A., Holy, D., Partridge, D., Poulton, C., Payne, P., & Martin, D. (1999). Trials and Tribulations of Pre-Service Teachers in Mathematics Education, Prime Number, 14(12), pp. 7-10.
Payne, P. (1998). Childrens Conceptions of Nature, Australian Journal of Environmental Education, 14, pp. 19-27.
Payne, P. (1997). Embodiment and Environmental Education. Environmental Education Research, 3(2), pp. 133-153.
Payne, P. & Hickey, C. (1997). Teacher Theorising, Intellectual Resources and Praxis Intentionality. Teachers and Teaching: Theory and Practice, 3(1), pp 101-117.
Payne, P. (1996). Technology, Phenomenology and Educational Inquiry. The Australian Educational Researcher, 23(3), pp. 81-95.
Payne, P. (1995). Ontology and the Critical Discourse of Environmental Education. Australian Journal of Environmental Education. 11, pp. 83-106.
Payne, P. (1989). Outdoor Education: Physical Education Curriculum Parallels. OccasionalPaper. Loddon Campaspe: Ministry of Education.
Ford, P. & Payne, P. (1986). The Effect of Two Outdoor Education Programs on the Knowledge and Attitudes of Selected Sixth-Graders. Bradford Papers Annual, 1(1), pp. 11-18.
Payne, P. (1984). Outdoor Education: After Us The Deluge? Recreation Australia, 4(3), pp. 12-15.
Evans, J. & Payne, P. (1983). Operationalizing the Principles of Playground Design. Australian Journal of Health, Physical Education and Recreation. 98, pp. 6-10.
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