Environmental education, democracy, Thunberg, and XR
Payne, P. & Hart, P. 2020, In : Journal of Environmental Education. 51, 4, p. 263-269.

Introduction: “new” theory, “post” North-South representations, praxis 
Rodrigues, C., Payne, P. G., Grange, L. L., Carvalho, I. C. M., Steil, C. A., Lotz-Sisitka, H. & Linde-Loubser, H., 2020, In : Journal of Environmental Education. 51, 2, p. 97-112.

“Amnesia of the moment” in environmental education 
Payne, P. G., 2020, In : Journal of Environmental Education. 51, 2, p. 113-143.

Performative abstractionism in environmental education: a critical theory of theory 
Payne, P. G., 2019, In : Journal of Environmental Education. 50, 4-6, p. 289-320.

Postcritical knowledge ecology in the Anthropocene
Nakagawa, Y. & Payne, P. G., 2019, In : Educational Philosophy and Theory. 51, 6, p. 559-571.

Affectivity in environmental education research
Payne, P., Rodrigues, C., de Moura Carvalho, I. C., Freire dos Santos, L. M., Aguayo, C. & Iared, V. G., 2018, In : Journal of Environmental Education Research (Revista Pesquisa em Educacao Ambiental). 13, Special, p. 93-114 22.

M Locations, translocal and transnational environmental education research in the Anthropocene
Payne, P. 2018, In : Journal of Environmental Education Research (Revista Pesquisa em Educacao Ambiental). 13, Special, p. 10-22.

Early years education in the Anthropocene: an ecophenomenology of children’s experience
Payne, P. G., 2018, International Handbook of Early Childhood Education. Fleer, M. & van Oers, B. (eds.). Dordrecht Netherland: Springer, Vol. 1. p. 117-162. (Springer International Handbooks of Education).

Ecopedagogy as/in scapes: theorizing the issue, assemblages, and metamethodology
Payne, P. G., 2018, In : Journal of Environmental Education. 49, 2, p. 177-188.

The framing of ecopedagogy as/in scapes: methodology of the issue
Payne, P. G., 2018, In : Journal of Environmental Education. 49, 2, p. 71-87

Ecopedagogy and radical pedagogy: Post-critical transgressions in environmental and geography education
Payne, P. G., 2017, In : Journal of Environmental Education. 48, 2, p. 130-138.

Educational experiences of post-critical non-place
Nakagawa, Y. & Payne, P. G., 7 2017, In : International Journal of Qualitative Studies in Education. 30, 2, p. 147-160.

Environmentalization of the physical education curriculum in Brazilian universities: culturally comparative lessons from critical outdoor education in Australia
Rodrigues, C. & Payne, P. G., 2017, In : Journal of Adventure Education and Outdoor Learning. 17, 1, p. 18-37.

The aesthetic experience of nature and hermeneutic phenomenology
Iared, V., de Oliveira, H. T. & Payne, P. G., 2016, In : Journal of Environmental Education. 47, 3, p. 191 – 201.

The politics of environmental education. Critical inquiry and education for sustainable development
Payne, P. G., 2016, In : Journal of Environmental Education. 47, 2, p. 69 – 76.

What next? Post-critical materialisms in environmental education: Post-critical materialisms in environmental education
Payne, P. G., 2016, In : Journal of Environmental Education. 47, 2, p. 169 – 178.

Critical curriculum theory and slow ecopedagogical activism
Payne, P. G., 2015, In : Australian Journal of Environmental Education. 31, 2, p. 165 – 193.

Critical place as a fluid margin in post-critical environmental education
Nakagawa, Y. & Payne, P. G., 2015, In : Environmental Education Research. 21, 2, p. 149 – 172.

Philosophical hermeneutics and critical pedagogy in environmental education research and practice
Iared, V., Di Tullio, A., Payne, P. & de Oliveira, H. 2015, In: Canadian Journal of Environmental Education. 20, p. 123-138.

Children’s conceptions of nature
Payne, P. G., 2014, In : Australian Journal of Environmental Education. 30, 1, p. 68 – 75.

Socio-ecological formations of nature’s others: A response
Payne, P. G., 2 Jul 2014, In : Australian Journal of Environmental Education. 30, 1, p. 76-77.

Vagabonding slowly: ecopedagogy, metaphors, figurations, and nomadic ethics
Payne, P. G., 2014, In : Canadian Journal of Environmental Education. 19, p. 47 – 69.

(Un)timely ecophenomenological framings of environmental education research
Payne, P. G., 2013, International Handbook of Research on Environmental Education. Stevenson, R. B., Brody, M., Dillon, J. & Wals, A. E. J. (eds.). United States / United Kingdom: Routledge, p. 424-437.

Handbooks of environmental education research: for further reading and writing
Reid, A. & Payne, P. G., 2013, International Handbook of Research on Environmental Education. Stevenson, R. B., Brody, M., Dillon, J. & Wals, A. E. J. (eds.). 1st ed. New York NY USA: Routledge, p. 529-541.

Thesis summaries: an innovation, introduction, guidelines and invitation
Reid, A. D. & Payne, P. G., 2013, In : Environmental Education Research. 19, 2, p. 243-247.

Beyond games and sports: A socio-ecological approach to physical education
O’Connor, J., Alfrey, L. & Payne, P., 2012, In : Sport, Education and Society. 17, 3, p. 365-380.

Environmentalizing the curriculum: a critical dialogue of south-north framings
Payne, P. G. & Rodrigues, C., 2012, In : Perspectiva. 30, 2, p. 411-444.

Experiencing beach in Australia: Study abroad students’ perspectives
Nakagawa, Y. & Payne, P., 2011, In : Australian Journal of Environmental Education. 27, 1, p. 94-108.

Producing knowledge and (de)constructing identities: a critical commentary on environmental education and its research
Reid, A. & Payne, P., 2011, In : British Journal of Sociology of Education. 32, 1, p. 155-165.

Experiencing environment and place through children’s literature
Cutter-Mackenzie, A., Payne, P. G. & Reid, A., 2010, In : Environmental Education Research. 16, 3-4, p. 253-264.

Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges
Reid, A., Payne, P. G. & Cutter-Mackenzie, A. N., 2010, In : Environmental Education Research. 16, 3 & 4, p. 429- 461.

Remarkable-tracking, experiential education of the ecological imagination
Payne, P. G., 2010, In : Environmental Education Research. 16, 3 & 4, p. 295-310.

Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: An ‘other’ form of environmental education
Payne, P. G., 2010, In : Environmental Education Research. 16, 2, p. 209-231.

The globally great moral challenge: ecocentric democracy, values, morals and meaning
Payne, P. G., 2010, In : Environmental Education Research. 16, 1, p. 153-171.

The concepts of time and space in environmental education: Recommendations for slow education
Payne, P. G., 2010, Making ESD: Future Education Through the Local. Ikukata, H., Kanda, F. & Omori, T. (eds.). Japan: Minelva, Kyoto, p. 203-211.

Conceptualizing the phenomenology of movement in physical education: Implications for pedagogical inquiry and development
Brown, T. D. & Payne, P. G., 2009, In : Quest. 61, 4, p. 418-441.

Framing research: Conceptualization, contextualization, representation and legitimization
Payne, P. G., 2009, In : Journal of Environmental Education Research (Revista Pesquisa em Educacao Ambiental). 4, 2, p. 49-58.

Phenomenological deconstruction, slow pedagogy and the corporeal turn in wild environmental/outdoor education
Payne, P. G. & Wattchow, B., 2009, In : Canadian Journal of Environmental Education. 14, p. 15-32.

Postmodern Oikos
Payne, P. G., 2009, Fields of Green: Restorying Culture, Environment and Education. McKenzie, M., Hart, P., Bai, H. & Jickling, B. (eds.). New Jersey, USA: Hampton Press, p. 309-322.

Slow pedagogy and placing education in post-traditional outdoor education
Payne, P. G. & Wattchow, B., 2008, In : Australian Journal of Outdoor Education. 1, p. 25-38.

Environmental education and curriculum theory
Payne, P. G., 2006, In : Journal of Environmental Education. 37, 2, p. 25-35.

Gnome tracking vs the sceptics: Experiential Education and the Early Childhood setting
Payne, P. G., 2006, In : Every Child. 12, 2, p. 10-11.

`Ways of doing’ learning, teaching and researching
Payne, P. G., 2005, In : Canadian Journal of Environmental Education. 10, p. 108 – 124.

Critical experience in outdoor education
Payne, P. G., 2005, Outdoor and Experiential Learning. Views from the Top. Dickson, T., Gray, T. & Hayllar, B. (eds.). 1 ed. Dunedin New Zealand: Otago University Press, p. 184 – 200.

Families, homes and environmental education
Payne, P. G., 2005, In : Australian Journal of Environmental Education. 21, 3, p. 81-95.

Growing Up Green
Payne, P. G., 2005, In : Journal of the Home Economics Institute of Australia. 12, 3, p. 2 – 12.

Lifeworld and textualism: reassembling the researcher/ed and ‘others’
Payne, P. G., 2005, In : Environmental Education Research. 11, 4, p. 413-431.

51EE/M. Postphenomenological enquiry and living the environmental condition
Payne, P. G., 2003, In : Canadian Journal of Environmental Education. 8, p. 169 – 190.

The technics of environmental education
Payne, P., 2003, In : Environmental Education Research. 9, 4, p. 525-541.

On the construction, deconstruction and reconstruction of experience in ‘critical’ outdoor education
Payne, P. G., 2002, In : Australian Journal of Outdoor Education. 6, 2, p. 4-21.

Post-metatheorizing environmental behaviours in environmental education
Payne, P., 2002, In : Environmental Education Research. 8, 3, p. 307-314.

Evaluating VCE Outdoor Education: A Partial Response to Robbo Bennetts
Payne, P. 2001,  In : Journeys, 6, 2, p. 15-18.

Identity and environmental education
Payne, P., 2001, In : Environmental Education Research. 7, 1, p. 67-88.

Embodiment and action competence
Payne, P. G., 2000, Critical Environmental and Health Education Research Issues and Challenges. Jensen, B. B., Schnack, K. & Simovska, V. (eds.). The Danish University of Education: Research Centre for Environmental and Health Education, The Danish University of Education, p. 185-208.

Postmodern challenges and modern horizons: Education ‘for being for the environment‘
Payne, P., 1999, In : Environmental Education Research. 5, 1, p. 5-34.

The significance of experience in SLE research
Payne, P., 1999, In : Environmental Education Research. 5, 4, p. 365-381.

Thinking the environment: The written epistemology of enquiry
Payne, P. & Riddell, K. 1999, In : Canadian Journal of Environmental Education, 4, p. 243-261.

Childrens’ conceptions of nature
Payne, P. 1 1998, In : Australian Journal of Environmental Education. 14, 3, p. 19-26.

The politics of nature: Children’s conceptions, constructions and values
Payne, P. 1998.  In: Mauri Ahlberg & Walter Filho (eds.) Umweltbildung, Umweltkommunkation und Nachhaltigkeit (Environmental Education, Communication and Sustainability), Frankfurt am Main: Peter Lang, p. 209-229.

Embodiment and environmental education
Payne, P., 1997, In : Environmental Education Research. 3, 2, p. 133-153.

Teacher theorising, intellectual resources and praxis intentionality
Payne, P. & Hickey, C., 1997, In : Teachers and teaching: theory and practice. 3, 1, p. 101-117.

Technology, phenomenology and educational inquiry
Payne, P., 1996, In : The Australian Educational Researcher. 23, 3, p. 81-95.

Ontology and the critical discourse of environmental education
Payne, P., 1995, In : Australian Journal of Environmental Education. 11, p. 83-105.

Reconceiving the moral subject in ecological feminism 
Payne, P. 1994.  In : Karen J. Warren (ed.) Ecological Feminism, London: Routledge, p. 139-157.

The effect of two outdoor education programs on the knowledge and attitudes of selected sixth-graders
Ford, P. & Payne, P. 1986. In : Bradford Papers Annual, 1, p. 11-18.

Outdoor education: After us the deluge?
Payne, P. 1984. In :  Recreation Australia, 4, 3, p. 12-15.

Operationalizing the principles of playground design
Evans, J. & Payne, P. 1983. In :  Australian Journal of Health, Physical Education and Recreation. 98, p. 6-10.

Bachelor of Arts (Outdoor Education) Submission for Accreditation, Introduction
Payne, P. 1983. Bendigo College of Advanced Education/La Trobe University.

The curriculum design model in practice: Drysdale case study
Fitzclarence, L. & Payne, P. 1981. In : A. Castro, J. Evans, L. Fitzclarence, J. Henry, I. Robottom & M. Wright (eds.). Environmental Education,  Geelong: Deakin University Press.

Ecopedagogy and radical pedagogy: Post-critical transgressions in environmental and geography education. Book Review.
Payne, P.  2017. In :  Journal of Environmental Education, 48, 2, p. 130-138.

Body and earth: An experiential guide. Book Review.
Payne, P. 2003. In : Journal of Environmental Education, 35, 1. P. 48-50.

Primitives in the wilderness: Deep ecology and the missing human subject. Book Review.
Payne, P. 1998. In : Leisure Sciences, 20, 2, p. 5 – 7.

Positioning environmental education research for 2015 and beyond: Knowledge value and integrity, intergenerational and globalization issues
Payne, P. 2013. In : 11^th Invitational Seminar on Environmental Education Research. Monash University.