Rate My Professor Marcia McKenzie

McKenzie's research specializations encompass climate change education and communication, environmental and sustainability education policy, global education policy mobilities, geopolitics of climate change and education, sustainability in higher education, place-based education, land-informed policy incorporating Indigenous perspectives, and participatory policy-making addressing slow emergencies such as climate change, AI, and pandemics. She is a member of the Royal Society of Canada’s College of New Scholars, Artists, and Scientists and has secured Australian Research Council Discovery Grants. Key publications include co-authored books Place in Research: Theory, Methodology, and Methods (Routledge, 2015) and Critical Education and Sociomaterial Practice: Narration, Place, and the Social (Peter Lang, 2016); co-edited volumes Land Education: Rethinking Pedagogies of Place from Indigenous, Postcolonial, and Decolonizing Perspectives (Routledge, 2016) and Fields of Green: Restorying Culture, Environment, and Education (Hampton, 2009); and recent articles such as 'Climate change and educational research: Mapping resistances and futurities' (2023), 'The incommensurability of digital and climate change priorities in schooling: An infrastructural analysis and implications for education governance' (2023), and 'The Politics of Climate Change Education' (2025). She has co-authored three global UNESCO reports, including 'Country progress on climate change education: A review of national submissions to the UNFCCC,' and co-edits the Palgrave book series Studies in Education and the Environment. Her work influences global indicators for SDG 4 climate action, national education policies, and institutional sustainability strategies through contributions to international networks like the Global Environmental Education Partnership.