Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5317-5.CH004
Kelvin J. McQueen
As a research paradigm, Marx's insights can be used to grapple with the ‘wicked problem' of the Anthropocene: to explain the current crisis; judge the various scholarly representations of it; and point towards a transcendence of the ‘problem'. In the same vein, this chapter seeks to provide a Marxist paradigm for educational research in the era of the Anthropocene. The chapter thus identifies two ‘wicked problems' and suggests solutions: firstly, the urgent need for a robust and plausible paradigm for programs of educational research seeking to discover, analyse and understand the dynamics of the Anthropocene from the micro-political to the macro-political, which Marx's paradigm provides; secondly, a guide to the type of action needed to make educational institutions democratic and sustainable and part of the solution to the ‘wicked problem' of the Anthropocene, rather than sites that reproduce a workforce ready to be exploited and oppressed, which Marx's paradigm also provides.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5317-5.CH011
Lucinda McKnight
This chapter draws on a range of empirical arts-based projects and publications to explore how poetry helps us think about the limitations of human intentionality as curriculum design in the Anthropocene, in spaces of both formal and informal or public learning. The chapter sketches a chronology of arts-based research more broadly, and also specifically in relation to education, and includes examples of the author's widely published research poetry to demonstrate the evolution of this form of inquiry.
{"title":"Anthropocentric Poetry","authors":"Lucinda McKnight","doi":"10.4018/978-1-5225-5317-5.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-5317-5.CH011","url":null,"abstract":"This chapter draws on a range of empirical arts-based projects and publications to explore how poetry helps us think about the limitations of human intentionality as curriculum design in the Anthropocene, in spaces of both formal and informal or public learning. The chapter sketches a chronology of arts-based research more broadly, and also specifically in relation to education, and includes examples of the author's widely published research poetry to demonstrate the evolution of this form of inquiry.","PeriodicalId":275559,"journal":{"name":"Educational Research in the Age of Anthropocene","volume":"2 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120861861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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