Environmental Education Research and Publications
In Fall 2025, the the Environmental and Sustainability Committee released the Environmental Flourishing and Climate Action Plan: In the Faculty and Beyond, developed in response to urgent calls for action amid accelerating climate change and related global challenges.This is a comprehensive strategy embedding environmental responsibility into every facet of academic and community work. The Plan reinforces our commitment to fostering sustainability and flourishing through teaching, research, policy, and community engagement.
Environmental Education Publications from Faculty
2026
Field, E., & Kwauk, C. (2026). Learning principles, outcomes, and pillar-aligned indicators for national framework for environmental learning. [Commissioned Report for ECCC]
Inwood, H., Field, E., Berger, P., Karsgaard, C., VanWynsberghe, R., & Ragoonaden, K. (2026). Embedding and enacting climate change education in faculties of education in Canada. In A. Sezen-Barrie & S. Tolbert (Eds.), The Palgrave handbook of climate change research in transdisciplinary education. Palgrave Macmillan. https://doi.org/10.1007/978-3-032-14426-3_29
Kuhl, G. J., & Russell, C. (2026). Co-existing with wild canine neighbours: Encounter stories. Journal of Environmental Studies and Sciences, 16(1), 100-109. https://doi.org/10.1007/s13412-025-01022-7
van Barneveld, C. (2026). Rooted reflections: Mosaic dialogues with Northern land (Northern Arts Projects Grant No. 422522). Ontario Arts Council.
2025
Field, E., & Barraclough, L. (2025). Applying the 7P Framework to youth adult-partnerships in climate organizing spaces: “If we are going to be the ones living with climate change, we should have a say.” Youth, 5(33), 66. https://doi.org/10.3390/youth5030066
Field, E., & Kwauk, C. (2025). Landscape review for National Framework for Environmental Learning. [Commissioned Report for ECCC]
Hoechsmann, M. (2025). Why 15-minute cities? Democracy and climate crisis denialism. In P. R. Carr, E. Rivas-Sánchez, & G. Thésée (Eds.), Pygmalion democracy: If you build it, will they come? Éditions science et bien commun. https://scienceetbiencommun.pressbooks.pub/pygmaliondemocracy/chapter/9-why-15-minute-cities-democracy-and-climate-crisis-denialism/
Kuhl, G. J. & Haberer, A. (2025). “But I don’t know anything about nature!” – overcoming trepidation: Strategies for those new to outdoor education. In K. Kiers & T. Buttler (Eds.), Outdoor experiential learning in Canada (pp. 149-164). Canadian Scholars.
Lloro, T., & Russell, C. (2025). The disembodied shark and the superwhale: Edutainment and informal learning about other animals. Society and Animals. https://doi.org/10.1163/15685306-bja10246
Nguyen, A. T., Berger, P., & Field, E. (2025). More green thoughts than actions: Insights from marketing instructors at a Canadian University. Cleaner and Responsible Consumption,16, https://doi.org/10.1016/j.clrc.2025.100257
Russell, C. (2025). Countering erasures, attuning to silences, and broadening horizons: Applauding and augmenting Annette Gough's contributions to environmental education scholarship. Environmental Education Research, 31(10), 1971-1982. https://doi.org/10.1080/13504622.2025.2574399
Russell, C., Chandler, P., & Dillon, J. (2025). Humour and environmental education. Routledge. https://www.routledge.com/Humour-and-Environmental-Education/Russell-Cha...
2024
Field, E., Andrews, M., Hannah, J., Kerr, E., Stephens, D., & Elliott, A. (2024). Accelerating change-making: Critically reflexive learning across schools aiming to amplify regenerative practices. In I. Eikeland, B. Bjonness, & A. Wals (Eds), Whole school approaches to sustainability: Principles, practices, and prospects. Springer SDG 4 Series. https://link.springer.com/chapter/10.1007/978-3-031-56172-6_7
Field, E., Berger, P., Lee, D., Strutt, C., Nguyen, A. (2024). Knowledge, urgency, and agency: Reflections on climate change education course outcomes. Environmental Education Research, 11, 1885-1912. https://doi.org/10.1080/13504622.2023.2296359
Field, E., Stapleton, S., Lowan-Trudeau, G., & Harris, C. (2024). Climate activism in K-12 formal education across North American contexts. Handbook on Global Climate Activism. Routledge.
Field, E., Tremblay, M., & Inwood, H. (2024). Report from national roundtable on climate change education in teacher education. Accelerating Climate Change Education in Teacher Education. https://accelerating-cce.ca/10-2/national-roundtable-in-cce-in-teacher-education/
Gélineau, M., Russell, C., & Korteweg, L. (2024). “Invasive” species discourse in Ontario elementary and secondary curricula: A critical and decolonial analysis. Canadian Journal of Environmental Education, 26, 176-193. https://cjee.lakeheadu.ca/article/view/1842
Gough, A., Ho, Y. C. J., Lloro, T., Russell, C., Walters, S., & Whitehouse, H. (2024). Ecofeminisms and education: Repositioning gender and environment in education. Gender and Education, 36(4), 299-311. https://doi.org/10.1080/09540253.2024.2329289
Sameshima, P., & Faye, R. (2024). One cell, the world: Climate action research & art catalogue. Friesen Press.
Stevenson, R. B., Whitehouse, H. L., Field, E. (2024). Teaching climate justice education holistically in schools. In G. Noblit (Ed.), Oxford Rresearch encyclopedia of education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1791
UNESCO. (2024). Greening curriculum guidance: Teaching and learning for climate action. [Contributing authors: Felisa Tibbits, Margaret Sinclair, Simon Klein, Christina Kwauk, Ellen Field, Yue Liu, & Mustafa Ozturk] UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000390022
2023
Galway, L. P., & Field, E. (2023). Climate emotions and anxiety among young people in Canada: A national survey and call to action. The Journal of Climate Change and Health. 9, https://doi.org/10.1016/j.joclim.2023.100204
Russell, C., Chandler, P., & Dillon, J. (2023). Humour and environmental education. Environmental Education Research, 29(4), 491-499. https://doi.org/10.1080/13504622.2023.2183845
2022
Field, E. & Berger, P. (2022). Your school and climate action. Principal Connections, 26(2), pp. 58-60.
Field, E., Lee, D., Layton, S., Hunt, O., Barclay, C., & Berger, P. (Guest Editors). (2022). Special Issue: Year of Climate Action. Pathways: The Ontario Journal of Outdoor Education 34(4).
Grewal, R., Field, E., Berger, P. (2022). Bring climate injustices to the forefront: Learning from the youth climate justice movement. In E. Walsh (Ed.), Equity and social justice in climate change education: Exploring social and ethical dimensions of environmental education (pp. 39-70). Routledge.
Research Grants
Galway, L. (PI), Field, E. (Co-I), & Beery, T. (Co-I). (2024-2029). Climate anxiety and coping among youth and young adults in Canada: Synthesizing and advancing knowledge and practice. SSHRC Insight Grant, $376,727.
Murray, C. (PI) & Field, E. (Co-I). (2024–2027). LU FarmLab. NSERC PromoScience Grant, $79,500
Field, E. (PI) & Inwood, H. (Co-I). (2022-2023). Environment Climate Change Canada grant: Accelerating Climate Change Education in Teacher Education. $488,500
Field, E. (PI) & Rodenburg, L. (2022). SSHRC Connections grant: Youth Sustainability Summit: Enabling Youth-led Dialogue through Action. $24,354
Field, E. (PI). (2021–2023). Educational Policy and Practice in an Age of Climate Uncertainty. SSHRC Insight Development Grant, $52,746.
Field, E. (PI). (2021–2022). Benchmarking climate change policies across Canadian school boards. Year of Climate Action Funding. Lakehead University Research and Innovation, $4,954.
Contributions from Graduate Students (dissertations, theses and portfolios) 
Dissertations
Boileau, E. (2022). Relating and learning with other beings, materials, and weather: Multispecies assemblages at a Canadian forest school [PhD dissertation, Faculty of Education, Lakehead University]
Kennedy, J. (2021). Male outdoor educators' understandings of masculinity in practice: A North American case study [PhD dissertation, Faculty of Education, Lakehead University]
Theses
Grewal, R. (2024). “By no means there yet”: Centring the voices of Black, Indigenous, and youth of colour climate activists in Ontario [MEd thesis, Faculty of Education, Lakehead University]
Howlett, S. (2024). Exploring supports for students’ complex climate emotions in Ontario schools [MEd thesis, Faculty of Education, Lakehead University]
Romero, M. C. (2024). Exploring the role of climate emotion tools in climate science learning with youth and Indigenous climate activists from Mexico [MEd thesis, Faculty of Education, Lakehead University]
Kearey-Moreland, J. (2023). Garden-based education [MEd thesis, Faculty of Education, Lakehead University]
Frank, M. (2022). Perspectives on climate change solutions, actions, and education from environmentally conscience youth in British Columbia [MEd thesis, Faculty of Education, Lakehead University]
Morin, J. (2022). Fostering greater equity and inclusion with plant-based food options in school: A critical inquiry with elementary parents in the Lakehead District School Board [MEd thesis, Faculty of Education, Lakehead University]
Nguyen, A. T. (2022). Perceptions of marketing teachers regarding sustainability in marketing education: A case study in Canada [MEd thesis, Faculty of Education, Lakehead University]
Miller, S. (2021). Women in power: Learning through climate emergency declarations in Canada. [MEd thesis, Faculty of Education, Lakehead University]
Portfolios
Phillips, M. (2026). Environmental education in healthy active living education courses: A justice-oriented resource for Ontario secondary educators [MEd Portfolio, Faculty of Education, Lakehead University]
Derochie, E. (2024). Project-based learning activities as a pedagogy that encourages future 'change makers' [MEd portfolio, Faculty of Education, Lakehead University]
Gélineau, M. (2022). Changing channels: Altering the dis-course of “invasive” species education [MEd portfolio, Faculty of Education, Lakehead University]
Parker, A. (2022). Critical assessment for transformative education: For people and the planet [MEd portfolio, Faculty of Education, Lakehead University]