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Author: Kathryn Riley Publisher: ISBN: 9789819925889 Category : Languages : en Pages : 0
Book Description
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 ecological justice in these times of the Anthropocene. .
Author: Kathryn Riley Publisher: ISBN: 9789819925889 Category : Languages : en Pages : 0
Book Description
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 ecological justice in these times of the Anthropocene. .
Author: Kathryn Riley Publisher: Springer Nature ISBN: 9819925878 Category : Education Languages : en Pages : 141
Book Description
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 ecological justice in these times of the Anthropocene.
Author: Chessa Adsit-Morris Publisher: Springer ISBN: 3319487965 Category : Education Languages : en Pages : 159
Book Description
This book examines a performative environmental educational inquiry through a place-based eco-art project collaboratively undertaken with a class of grade 4-6 students around the lost streams of Vancouver. The resulting work explores the contradictions gathered in relation to the Western educational system and the encounter with “Other” (real and imaginary others), including the shifting and growing “self,” and an attempt to find and foster nourishing alliances for transforming environmental education. Drawing on the work of new materialist theorists Donna Haraway, Rosi Braidotti, and Karen Barad, Adsit-Morris considers the co-constitutive materiality of human corporeality and nonhuman natures and provides useful tools for finding creative theoretical alternatives to the reductionist, representationalist, and dualistic practices of the Western metaphysics.
Author: David W. Orr Publisher: Island Press ISBN: 9781559634953 Category : Education Languages : en Pages : 0
Book Description
In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.
Author: Amanda Fiore Publisher: Bloomsbury Publishing ISBN: 1350361399 Category : Education Languages : en Pages : 128
Book Description
This book takes readers on a journey that is part storytelling, part academic analysis, and part spiritual exploration. The authors identify the climate emergency as a breakdown in spiritual consciousness which fails to recognize our deep interconnection with Nature. To meet this crisis of spirit, Storying Our Relationship with Nature serves as a guide for transforming ourselves and our lives through story and highlights the importance of social and emotional aspects of environmental education. The authors introduce the philosophical and historical foundations of our objectification of Nature as a commodity and describe the effect this view has on our lives. They detail a path forward through storytelling, contemplative practice, Eastern philosophy, and the transformative power of education. Throughout the book, reflective activities provide a space for the reader to personalize their learning, leading the reader towards the book's central message: once we learn to consciously re-story our relationship with Nature, we can transform our cultural narrative of fatalism and greed into one of love, determination, and possibility, helping us move towards a sustainable future.
Author: Karen Malone Publisher: Springer Nature ISBN: 9811581754 Category : Education Languages : en Pages : 264
Book Description
This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.
Author: Peter H. Kahn Publisher: MIT Press ISBN: 9780262112406 Category : Nature Languages : en Pages : 302
Book Description
Winner of Outstanding Book Award, 2000, Moral Development and Education, American Educational Research Association. Winner of the 2000 Book Award from the Moral Development & Education Group of the American Educational Research Association Urgent environmental problems call for vigorous research and theory on how humans develop a relationship with nature. In a series of original research projects, Peter Kahn answers this call. For the past eight years, Kahn has studied children, young adults, and parents in diverse geographical locations, ranging from an economically impoverished black community in Houston to a remote village in the Brazilian Amazon. In these studies Kahn seeks answers to the following questions: How do people value nature, and how do they reason morally about environmental degradation? Do children have a deep connection to the natural world that gets severed by modern society? Or do such connections emerge, if at all, later in life, with increased cognitive and moral maturity? How does culture affect environmental commitments and sensibilities? Are there universal features in the human relationship with nature? Kahn's empirical and theoretical findings draw on current work in psychology, biology, environmental behavior, education, policy, and moral development. This scholarly yet accessible book will be of value to practitioners in the social science and environmental fields, as well as to informed generalists interested in environmental issues and children.
Author: Marcia McKenzie Publisher: Hampton Press (NJ) ISBN: 9781572738799 Category : Environmental education Languages : en Pages : 0
Book Description
Working across various fields, this draws together poetry, philosophy, journalism, sociology, curriculum studies, indigenous scholarship, feminist and social justice work, environmental ethics, and a range of other fields of inquiry and practice to 'restory' the ways we live on this earth.
Author: David A. G. Clarke Publisher: Taylor & Francis ISBN: 100091836X Category : Education Languages : en Pages : 383
Book Description
‘New materialisms’ refers to a broad, contemporary, and significant movement of thought across the social sciences and cultural studies which attempts to (re)turn to, renew, or create alternative philosophies of matter. Such philosophies spring from multiple sources but are in general an attempt to bring the indissolubility of the social and environmental more forcefully into our analytical frames and modes of inquiry and tackle a perceived over-reliance on discourse and language in the so-called post-modern era of philosophy and social science. This movement in thought is underlaid by, and meets up with, the climate and biodiversity crises and the nature of the human condition (and modes of learning or becoming), within the field of environmental education. This volume brings together academics working at differing intersections of environmental education and new materialisms, highlighting tensions, knots, and lines of flight across and for research, practice, and theory. As such this collection draws on multiple interpretations and streams of thought within new materialisms and demonstrates their significance for those engaging with environmental education policy, practice and research. This book was originally published as a special issue of the journal Environmental Education Research.
Author: Kochetkova, Tatjana Publisher: IGI Global ISBN: Category : Technology & Engineering Languages : en Pages : 427
Book Description
In the face of our planet's escalating environmental crisis and climate change, humanity stands at a crossroads, urgently requiring a transformative response. The task of averting environmental destruction necessitates not only a shift in our economy and technology but, more fundamentally, a profound cultural transformation. This imperative transformation involves a collective move from the self-centered "Ego" to an ecologically conscious "Eco." To unravel the complexities of this metamorphosis, scholars are turning to the potent tool of environmental education, recognized for its capacity to foster personal and social growth while promoting environmental conservation. Enter Fostering an Ecological Shift Through Effective Environmental Education, a groundbreaking exploration into the transformative power of education in the pursuit of sustainable change. As readers embark on this scholarly journey, the book reveals the profound psychological connection to nature achievable through environmental education. It scrutinizes the connection between heightened nature awareness and the adoption of sustainable practices, providing valuable insights for educators at various levels. The chapters traverse diverse topics, from the historical roots of environmental education to the role of indigenous knowledge, yoga, and eco-spirituality within nature education. The book's comprehensive approach extends to eco-therapy, forest school programs, and the influence of parents in environmental education. By scrutinizing case studies and global movements, this work illuminates the achievements and challenges of environmental education on both national and global scales.
Author: Kathryn Riley
Author: Kathryn Riley
Author: Kathryn Riley
Author: Chessa Adsit-Morris
Author: David W. Orr
Author: Amanda Fiore
Author: Karen Malone
Author: Peter H. Kahn
Author: Marcia McKenzie
Author: David A. G. Clarke
Author: Kochetkova, Tatjana