This commentary first seeks to situate the broad themes of Bruno Latour's work by discussing how particular texts and ideas have influenced the author's thinking about science, the environment, education, and research methods that enable generative approaches towards these phenomena. Latour's work deftly crosses borders that have long siloed…

This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment-related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate…