Assoc Prof Phillip Payne - Researcher Profile

OMC

Address

Faculty of Education
Building A, Penninsula Campus

Biography

Phillip works in the Faculty of Education at Monash University as an Associate Professor. His primary research interests focus on environmental education curriculum and pedagogy as they occur in a range of settings (ie different levels and types of schooling, families and communities as well as international and global scales). He is well known for his critical and creative contributions to environmental, sustainability, experiential and outdoor education as they occur across the spectrum of research, curriculum and pedagogical inquiry and development.

In particular, Phillip’s research interests lie in the critical sociology and philosophy of (environmental) education. His focus is the aesthetic, ethical and political dimensions of curriculum inquiry and pedagogical development. He is concerned about how research can be framed in an interdisciplinary manner from the perspectives of phenomenology, critical realism, historical-geographical materialism and the ecohumanities. Phillip seeks to develop knowledge of meaning and value in education (and related) discourses about human-environment and culture-nature relations as they are underpinned by assumptions and propositions made about the human, social and ecological condition. In transferring this interest, to different audiences, he has had published over 50 single or co-authored or co-edited books, monographs, journal special issues, research articles and book reviews. He has made over 100 conference presentations including eight invited keynote addresses at international conferences in education, environmental education and leisure studies.  He has successfully applied for and completed approximately 15 large and small grants and consultancies.

Phillip is an Associate Editor or International Editorial Board Member of five journals in environmental education. He has externally assessed a wide range of grants (Australia, UK, Scandinavia). He is, therefore, also interested in "researching the researcher" and understanding how researchers generate/produce knowledge of and for the field, as well as contribute to its ongoing narrative development. Based on his expertise in this area, in 2011 Phillip convened the highly acclaimed 11th international Invitational Seminar on Research Development in Environmental and Health Education.  The theme was “Positioning environmental education research for 2015 and beyond: Knowledge value and integrity - intergenerational and globalization issues."

With numerous publications, a commitment to research-led teaching and education and many successfully completed higher degree supervisions (PhD and Masters) and honours theses), Phillip's research, curriculum and pedagogical expertise has also been used since 1987 by the State of Victoria to develop, write and implement curriculum policy in the "Human Development” Field of Study offered at the post-compulsory levels of secondary education. More recently, he has advised The Australian Greens Party (Victoria) on policy development for its education and health portfolios.

In 2009, Phillip was appointed a Visiting Research Fellow in the Centre of Research in Environmental Education at the University of Bath (UK). Other recent invitations or appointments include: Visiting Academic (2011), Graduate Research School in Education and Sustainable Development, University of Uppsala, Sweden; Visiting Academic/Faculty Associate (2010), Faculty of Education, Simon Fraser University, Canada; Visiting Researcher (2010), Faculty of Education, University of Regina, Canada; Visiting Academic (2009), Grupo de Estudos e Pesquisa em Educacio Ambiental - Universidade Federal de Sao Carlos, Universidade de Sao Paulo - Rio Claro, Universidade de Sao Paulo - Ribeirao Preto, Brazil; Visiting Academic (2008), Hokkaido University of Education, Sapporo and Kushiro, Japan.  Earlier in his career, Phillip was a Visiting Academic or Fellow at the universities of Montana, USA; The Royal Danish School of Education, Denmark; and Kings College, UK.

Phillip also has a longstanding curriculum and pedagogical interest and research expertise in Experiential Education and Outdoor Education. He was employed at La Trobe University in 1983 to devise, write for internal and external state accreditation, lead, and teach in the Bachelor of Arts (Outdoor Education) - the first undergraduate degree program in Australia specializing in the interdisciplinary study of outdoor/environmental education.  In 1987, Phillip was the Principal Author of the original post-compulsory secondary Victorian Certificate of Education (VCE) 'Outdoor Education Study Design' (Year 11 and 12).

Since joining Monash University in 2006 after 23 years at La Trobe University, Phillip led the reconceptualization of its undergraduate programs in Sport, Physical, Outdoor Recreation and Outdoor education programs and initiated and led the Movement Environment Community (MEC) Faculty Research Group (FRG). Its interdisciplinary focus in research reflected 'cutting edge approaches' to seemingly intractable educational problems in the fields of physical, sport, health, environmental, sustainability and community-based forms of education. Most recently, Phillip has initiated the ‘Environmental Education Research’group in the Faculty of Education with Associate Professor Alan Reid, previously from the University of Bath, UK. This group has links with the Monash Sustainability Institute (MSI).

Research & Supervision Interests

    • The 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.

Qualifications

BACHELOR OF SCIENCE
Institution: Eugene Universit y of Oregon
Year awarded: 2006
DOCTOR OF EDUCATION
Institution: Athens, University of Georgia, USA
Year awarded: 2006
MASTER OF SCIENCE
Institution: Eugene Universit y of Oregon
Year awarded: 2006

Publications

Books

Cutter-Mackenzie, A.N., Payne, P.G., Reid, A. (eds), 2011, Experiencing Environment and Place through Children's Literature, Routledge, UK / USA / Canada.

Cutter-Mackenzie, A.N., Payne, P.G., Reid, A. (eds), 2010, Environmental Education Research (Special Issue: Experiencing Environment and Place through Children's Literature), Routledge, United Kingdom.

Book Chapters

Reid, A., Payne, P.G., Cutter-Mackenzie, A.N., 2011, Afterword: Openings for researching environment and place in children's literature: ecologies, potentials, realities and challenges, in Experiencing Environment and Place through Children's Literature, eds Amy Cutter-Mackenzie, Phillip G. Payne and Alan Reid, Routledge, UK / USA / Canada, pp. 177-209.

Payne, P.G., 2011, Remarkable-tracking, experiential education of the ecological imagination, in Experiencing Environment and Place through Children's Literature, eds Amy Cutter-Mackenzie, Phillip G. Payne and Alan Reid, Routledge, UK / USA / Canada, pp. 43-58.

Payne, P.G., 2010, The concepts of time and space in environmental education: Recommendations for slow education, in Making ESD: Future Education Through the Local, eds Hideki Ikukata, Fusayuki Kanda and Toru Omori, Minelva, Kyoto, Japan, pp. 203-211.

Payne, P.G., 2009, Postmodern Oikos, in Fields of Green: Restorying Culture, Environment and Education, eds Marcia McKenzie, Paul Hart, Heesoon Bai and Bob Jickling, Hampton Press, New Jersey, USA, pp. 309-322.

Payne, P.G., 2005, Critical experience in outdoor education, in Outdoor and Experiential Learning. Views from the Top, eds Tracey Dickson, Tonia Gray and Bruce Hayllar, Otago University Press, Dunedin New Zealand, pp. 184-200.

Payne, P.G., 2000, Embodiment and action competence, in Critical Environmental and Health Education Research Issues and Challenges, eds Bjarne Bruun Jensen, Karsten Schnack and Venka Simovska, Research Centre for Environmental and Health Education, The Danish University of Education, The Danish University of Education, pp. 185-208.

Journal Articles

Payne, P.G., Rodrigues, C., 2012, Environmentalizing the curriculum: a critical dialogue of south-north framings, Perspectiva [P], vol 30, issue 2, Universidade Federal de Santa Catarina, Brazil, pp. 411-444.

O'Connor, J., Alfrey, L., Payne, P., 2011, Beyond games and sports: A socio-ecological approach to physical education, Sport, Education and Society [P], vol E, Routledge, United Kingdom, pp. 1-16.

Nakagawa, Y., Payne, P., 2011, Experiencing beach in Australia: Study abroad students' perspectives, Australian Journal of Environmental Education [P], vol 27, issue 1, Australian Association for Environmental Education, Australia, pp. 94-108.

Reid, A., Payne, P., 2011, Producing knowledge and (de)constructing identities: a critical commentary on environmental education and its research, British Journal Of Sociology Of Education [P], vol 32, issue 1, Routledge, United Kingdom, pp. 155-165.

Cutter-Mackenzie, A.N., Payne, P.G., Reid, A., 2010, Editorial: Experiencing Environment and Place through Children's Literature, Environmental Education Research [P], vol 16, issue 3 & 4, Routledge, United Kingdom, pp. 253-264.

Payne, P.G., 2010, Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: An 'other' form of environmental education, Environmental Education Research [E], vol 16, issue 2, Routledge, United Kingdom, pp. 209-231.

Reid, A., Payne, P.G., Cutter-Mackenzie, A.N., 2010, Openings for researching environment and place in children's literature: ecologies, potentials, realities and challenges, Environmental Education Research [E], vol 16, issue 3 & 4, Routledge, United Kingdom, pp. 429-461.

Payne, P.G., 2010, Remarkable-tracking, experiential education of the ecological imagination, Environmental Education Research [E], vol 16, issue 3 & 4, Routledge, United Kingdom, pp. 295-310.

Payne, P.G., 2010, The globally great moral challenge: ecocentric democracy, values, morals and meaning, Environmental Education Research [E], vol 16, issue 1, Routledge, United Kingdom, pp. 153-171.

Brown, T.D., Payne, P.G., 2009, Conceptualizing the phenomenology of movement in physical education: Implications for pedagogical inquiry and development, Quest [P], vol 61, issue 4, Human Kinetics, Champaign, Il USA, pp. 418-441.

Payne, P.G., 2009, Framing research: Conceptualization, contextualization, representation and legitimization, Journal of Environmental Education Research (Revista Pesquisa em Educacao Ambiental) [P], vol 4, issue 2, UNESP / UFSCar / FFCL, Brazil, pp. 49-77.

Payne, P.G., Wattchow, B., 2009, Phenomenological deconstruction, slow pedagogy and the corporeal turn in wild environmental/outdoor education, Canadian Journal of Environmental Education [P], vol 14, Lakehead University, Canada, pp. 15-32.

Payne, P.G., Wattchow, B., 2008, Slow pedagogy and placing education in post-traditional outdoor education, Australian Journal of Outdoor Education [P], issue 1, Outdoor Council of Australia, QLD, pp. 25-38.

Payne, P.G., 2006, Environmental education and curriculum theory, The Journal of Environmental Education, vol 37, issue 2, Heldref Publications, USA, pp. 25-35.

Payne, P.G., 2006, Gnome tracking vs the sceptics: Experiential Education and the Early Childhood setting, Every Child, vol 12, issue 2, Early Childhood Australia Inc., pp. 10-11.

Payne, P.G., 2006, Gnome-tracking vs. the sceptics, Every Child, vol 12, issue 2, Early Childhood Australia, Australia, pp. 10-11.

Payne, P.G., 2005, Families, homes and environmental education, Australian Journal of Environmental Education, vol 21, Australian Association for Environmental Education, Qld Australia, pp. 81-95.

Payne, P.G., 2005, Growing Up Green, Journal of the Home Economics Institute of Australia, vol 12, issue 3, Home Economics Institute of Australia Inc., Macquarie ACT Australia, pp. 2-12.

Payne, P.G., 2005, Lifeworld and textualism: Reassembling the researcher/ed and `others?, Environmental Education Research, vol 11, issue 4, Routledge, http://www.tandf.co.uk/journals/titles/13504622.asp, pp. 413-431.

Payne, P.G., 2005, 'Ways of Doing' learning, teaching and researching, Canadian Journal of Environmental Education, vol 10, pp. 108-124.

Payne, P.G., 2005, `Ways of doing' learning, teaching and researching, Canadian Journal of Environmental Education, vol 10, Yukon College, Canada, pp. 108-124.

Payne, P.G., 2003, Postphenomenological enquiry and living the environmental condition, Canadian Journal of Environmental Education, vol 8, Yukon College, Canada, pp. 169-190.

Payne, P.G., 2003, The technics of environmental education, Environmental Education Research, vol 9, issue 4, Routledge, http://www.tandf.co.uk/journals/titles/13504622.asp, pp. 525-541.

Payne, P.G., 2002, On the construction, deconstruction and reconstruction of experience in 'critical' outdoor education, Australian Journal of Outdoor Education [P], vol 6, issue 2, Australian Outdoor Education Council, NSW, Australia, pp. 4-21.

Payne, P.G., 2002, Post-metatheorizing environmental behaviours in environmental education, Environmental Education Research, vol 8, issue 3, Carfax Publishing, United Kingdom, pp. 307-314.

Conference Proceedings

Cutter-Mackenzie, A.N., Payne, P.G., Reid, A., Burke, G., 2009, Experiencing Environment and Place through Children's Literature, The Power of Partnerships: Creative Leadership in Environmental Education, 6 October 2009 - 7 October 2009, North American Association for Environmental Education, Portland, US, p. 30.

Brown, T.D., Bennett, R.G., Ward, L.G., Payne, P.G., 2009, The context of movement and its social ecology, Proceedings of AARE 2009 International Education Research Conference, 29 November - 3 December 2009, Australian Association for Research in Education (AARE), Australia, p. 0.

Brown, T.D., Payne, P.G., 2008, The concept of movement and its social ecology, Proceedings of the AARE 2008 International Education Research Conference, 30th November - 4th December, 2008, Australian Association for Research in Education (AARE), Australia, pp. 1-22.

Brown, T.D., Payne, P.G., 2008, Theorising a phenomenology of movement for physical education pedagogy: A synthesis of key ideas, Proceedings of the British Educational Research Association Conference 2008, 3 - 6 September, 2008, BERA Conference Organisers, in Conference Ltd., Edinburgh, Scotland, p. 76.

Payne, P.G., Wattchow, B., 2007, Slow pedagogy and experiencing place, 20-23 September.

Other

Payne, P.G., Wattchow, B., 1997, Theories and Practices of Environmental Educators.

Teaching Commitment

  • EDF 2612 -- Experiential Education in Sport and Outdoor Recreation.
  • EDF 3615 -- Experiencing Australian Landscapes
  • EDF 3618 -- Research Planning in Sport and Outdoor Recreation

Postgraduate Research Supervisions

Current Supervision

Program of Study:
(DOCTORATE BY RESEARCH).
Thesis Title:
The experience of the Other in postmodern travel time-space: a mobie (auto)ethnographic study.
Supervisors:
Payne, P (Main), Reid, A (Associate).

Completed Supervision

Student:
Grinter, I.
Program of Study:
Ecotheology and VCE 'religion and society': a curriculum analysis. (PHD) 2011.
Supervisors:
Payne, P (Main).
Student:
Nakagawa, Y.
Program of Study:
Study abroad student's place experience in Australian beach: A critical interpretative study. (Masters) 2012.
Supervisors:
Payne, P (Main).
Student:
Willis, J.
Program of Study:
Factors influencing young people's voluntary return to the Wollangarra Outdoor Education Centre: An interpretive study. (Masters) 2010.
Supervisors:
Payne, P (Main).