Responding to environmental crises through multi-media hypertextual research representation

Abstract

Through engaging in issues of research representation, this vignette takes up questions of what counts as knowledge in education research, and who gets to create and adjudicate it. The doctoral research study upon which the paper draws, uses the tools of Web 2.0 to both develop and support a representational response to human autism to the voices of the natural world. Poised at the cusp of what some call the great turning, the thesis and its dialogic methodology introduced starting tools to support those shifts in consciousness long recognized as critical for social, environmental, and economic sustainability.