Overview
- Explores assemblages of relations to challenge human exceptionalism and supremacism
- Presents material/discursive entanglements to understand human/non-human relationships as mutually co-implicated
- Provides multisensory teaching and learning practices as applicable to a transdisciplinary focus
Part of the book series: Children: Global Posthumanist Perspectives and Materialist Theories (CGPPMT)
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Table of contents (7 chapters)
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Front Matter
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Cluster One: Inspiring
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Front Matter
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Cluster Two: Performing
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Front Matter
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Cluster Three: Becoming
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Front Matter
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Back Matter
Keywords
- Transdisciplinary Education
- Posthumanist Philosophies
- New Materialist Methodologies
- Material/Discursive Entanglements
- Materiality of Affect
- Saskatchewan Elementary School Curriculum
- Assemblages of Relations
- Lines of Flight and Rhizomic Orientations of Knowledge
- Mapping Practice of Cartographic and Diffractive Storytelling
- Figurations of a ‘Lady Backpacker’
- Multisensory Land Education Practices
- Affirmative Politics of Vulnerability
- Pedagogical Events and Relational Care Ethics
- Entangled and Differentiated ‘Becoming-withs’
- Sympoietic Arrangements of Relational Agency
About this book
This book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices.
It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the planet, social and ecological injustices and threats cannot be separated from globalising, neoliberal, capitalist, and colonial discourses that proliferate through anthropocentric and humancentric logics. Manifesting in binary classifications that position the human as separate from the Earth, and dominant categories of the human in hierarchies of power, such logics homogenise and institutionalise the field of environmental education and result in an over-emphasis on instrumentalist, technicist, and mechanistic teaching and learning practices.
Exploring the affects emerging within, and between, an assemblage comprising Researcher/Teacher/Environmental Education Worldings, this book seeks to understand how the researcher makes sense of herself with/in the broader ecologies of the world; collaborative processes with an elementary-school teacher in Saskatchewan, Canada, as actualised through four co-created and co-implemented multisensory researcher/teacher enactments (Mindful Walking, Mapping Worlds, Eco-art Installation, and Photographic Encounters); and how the researcher/teacher organises themselves with Land-based pedagogies, environmental education curriculum policy, and wider discourses of Western education. This book does not propose a better way of teaching and learning in environmental education. Rather, showing how difference between categories is relationally bound, this book offers a conceptual (re)storying of human/Earth relationships in environmental education for social and ecologicaljustice in these times of the Anthropocene.
Authors and Affiliations
About the author
Kathryn Riley (she/her/hers) is an Assistant Professor in Physical Education/movement, Health Education/wellbeing, and Outdoor and Placed-based Education in the Faculty of Education at the University of Manitoba. Kathryn completed a B.A. in Education and a B.A. in Sport and Outdoor Recreation at Monash University in 2007. She then completed her Masters research through Deakin University in 2014. In 2019, Kathryn obtained a Ph.D. through Deakin University, conducting her research within the Saskatchewan-based education system to explore different ways of (re)storying human/Earth relationships for/with/in these Anthropocene times. Kathryn’s current research is focused on an anticolonial praxis in education, and posthumanist and new materialist scholarship that examines material (matter) and discursive (social) entanglements for a sense of belonging with Land/Country/Place.
Bibliographic Information
Book Title: (Re)Storying Human/Earth Relationships in Environmental Education
Book Subtitle: Becoming (Partially) Posthumanist
Authors: Kathryn Riley
Series Title: Children: Global Posthumanist Perspectives and Materialist Theories
DOI: https://doi.org/10.1007/978-981-99-2587-2
Publisher: Springer Singapore
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023
Hardcover ISBN: 978-981-99-2586-5Published: 22 June 2023
Softcover ISBN: 978-981-99-2589-6Due: 23 July 2023
eBook ISBN: 978-981-99-2587-2Published: 21 June 2023
Series ISSN: 2523-3408
Series E-ISSN: 2523-3416
Edition Number: 1
Number of Pages: XVIII, 124
Number of Illustrations: 23 illustrations in colour
Topics: Environmental and Sustainability Education, Science and Technology Studies, Educational Philosophy