Abstract In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoking drawings were used as semiotic artefacts during unstructured Zoom interviews, leading to rich conversations. Through this process, the drawings channel affect within the research assemblage, entangling the reader actively into the research process. Insights gained from the participants problematise the perspectives of teachers in response to the climate emergency and lead us to conceptualise the potential of teachers as Deleuze’s nomadic change makers toward posthuman futures.
{"title":"Assemblage drawings as talking points: Deleuze, posthumans and climate-activist teachers","authors":"Thomas Everth, L. Gurney, C. Eames","doi":"10.1017/aee.2022.48","DOIUrl":"https://doi.org/10.1017/aee.2022.48","url":null,"abstract":"Abstract In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoking drawings were used as semiotic artefacts during unstructured Zoom interviews, leading to rich conversations. Through this process, the drawings channel affect within the research assemblage, entangling the reader actively into the research process. Insights gained from the participants problematise the perspectives of teachers in response to the climate emergency and lead us to conceptualise the potential of teachers as Deleuze’s nomadic change makers toward posthuman futures.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"152 - 165"},"PeriodicalIF":1.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619770","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}
Murris declares up front, ‘This is not a book about Barad’. However, Karen Barad as educator: Agential realism and education is a significant contribution to engagement with, and understanding of, Barad’s agential realism. Barad’s feminist and human/more-than-human entangled theoretical physics is profoundly relevant to people/world relationality, and is therefore important for environmental education, as we face unprecedented challenges. The connected nature of those challenges means that in one way or another every area of knowledge and education is related to the environment. An embodied and relationally entangled approach to knowing, not just about, but with, other species, ecosystems, weather and climate, offers learning for us all, and agential realism provides a foundational ethico-onto-epistemology. Barad’s work needs to be widely accessible, and Murris supports and enables this opportunity for environmental educators, indeed all educators. Murris’ book invites the reader in and provides possibilities and opportunities for participating in an agential realist approach to teaching and learning. Any idea of a critical review of Murris’ book dissolves into relational engagement with the knowledge it communicates, stimulating consideration of all educational and knowledge making practice, and why it matters. This effect is co-generated through the book’s well-crafted enactment of Murris’ own relational engagement with Barad and their work and through inclusion of examples of educational knowledge making/ practice that do not apply agential realism but live it. Agential realism, Murris explains, is not a representational knowledge that we can look at from the outside or use as a tool. Rather, it is a reworking of knowledge, teaching and learning, which includes a reworking of identity, relationship, space and time in the coming-into-being of the world. Barad’s agential realism conceptualises life as participatory and performative, and Murris enacts this ethico-onto-epistemology in her book, through the lens of education. The book itself is ‘iterative and intra-active’ (p. 3). The process and experience of enacting agential realist education is demonstrated by Murris in a few different ways. First, through the well thought out and integrated structure of the book. Engaging the reader with the ontological perspective of knowledge as embodied and relational immediately invites us to become entangled with Murris, Barad and agential realism. Any dichotomy, on Murris’ part or indeed Barad’s, of expert and beginner, or them and us, is bypassed,
{"title":"Karen Barad as educator: agential realism and education","authors":"Shae L. Brown","doi":"10.1017/aee.2022.47","DOIUrl":"https://doi.org/10.1017/aee.2022.47","url":null,"abstract":"Murris declares up front, ‘This is not a book about Barad’. However, Karen Barad as educator: Agential realism and education is a significant contribution to engagement with, and understanding of, Barad’s agential realism. Barad’s feminist and human/more-than-human entangled theoretical physics is profoundly relevant to people/world relationality, and is therefore important for environmental education, as we face unprecedented challenges. The connected nature of those challenges means that in one way or another every area of knowledge and education is related to the environment. An embodied and relationally entangled approach to knowing, not just about, but with, other species, ecosystems, weather and climate, offers learning for us all, and agential realism provides a foundational ethico-onto-epistemology. Barad’s work needs to be widely accessible, and Murris supports and enables this opportunity for environmental educators, indeed all educators. Murris’ book invites the reader in and provides possibilities and opportunities for participating in an agential realist approach to teaching and learning. Any idea of a critical review of Murris’ book dissolves into relational engagement with the knowledge it communicates, stimulating consideration of all educational and knowledge making practice, and why it matters. This effect is co-generated through the book’s well-crafted enactment of Murris’ own relational engagement with Barad and their work and through inclusion of examples of educational knowledge making/ practice that do not apply agential realism but live it. Agential realism, Murris explains, is not a representational knowledge that we can look at from the outside or use as a tool. Rather, it is a reworking of knowledge, teaching and learning, which includes a reworking of identity, relationship, space and time in the coming-into-being of the world. Barad’s agential realism conceptualises life as participatory and performative, and Murris enacts this ethico-onto-epistemology in her book, through the lens of education. The book itself is ‘iterative and intra-active’ (p. 3). The process and experience of enacting agential realist education is demonstrated by Murris in a few different ways. First, through the well thought out and integrated structure of the book. Engaging the reader with the ontological perspective of knowledge as embodied and relational immediately invites us to become entangled with Murris, Barad and agential realism. Any dichotomy, on Murris’ part or indeed Barad’s, of expert and beginner, or them and us, is bypassed,","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"248 - 250"},"PeriodicalIF":1.6,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44121215","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}
The book Education for Sustainable Development in the Caribbean authored by Lorna Down and Therese Ferguson aims at individual and community (life on the planet earth) transformation and development. The authors of the book are very clear in setting the stage for the exploration of the pedagogical approaches required to promote a sustainable world. As such, chapters 1 to 4 provide knowledge of and understanding of fundamental concepts and present the theoretical and empirical literature and research on education for sustainable development (ESD) within the Caribbean context. Chapter one presents the concept of ESD, while chapter two focuses on values ESD. Chapters 3 and 4 present the major sustainability issues and the recognition of the fundamental role of teacher education in the Caribbean to promote an understanding of sustainability, skills, values, and behaviors with students. All four chapters aid in the explication and comprehension of the chapters that follow. I was drawn to chapters five and six for the practicality of the approach for infusing ESD into core disciplines and the authentic assessment activities relating to ESD, especially in relation to transformation. As such, for the most part, this review focuses on these two chapters which see the authors clearly and creatively presenting the ways teachers and students can imagine a sustainable world and how the teacher educator can relate different disciplines to a sustainable vision and assessment that is transformative in nature. The authors’ focus on ESD is one that seeks to encourage modifications in knowledge, skills, values, and attitudes toward a more sustainable society. As such, system thinking is one of the competencies highlighted by the authors when ESD is being considered. They propose that systems thinking is the “ability to recognize and understand relationships [and] to analyse complex systems : : : .” (p. 82). The other competencies (anticipatory normative, strategic, collaboration, critical thinking, self-awareness, and integrated problem-solving) that the authors present in the book for teachers to consider, are worth taking note of, especially whenever thought is being given to incorporating sustainable development in the classroom. Together, the competencies are intended to transform individuals who may be inclined to want to embrace new values, enhance their skills (critical thinking, problem-solving), and to foster acquisition of new knowledge, all aimed at developing confidence and responsibility in individuals to assist them in contributing to shaping the future (OECD, 2019). In chapter 5, the authors present the importance of ESD within teacher education and take it a step further to examine the appropriate teaching and learning (pedagogy) strategies that are imperative to creating a sustainable world, and the main approach for the infusion of ESD.
{"title":"Education for sustainable development in the Caribbean: pedagogy, processes and practices","authors":"Denise Minott","doi":"10.1017/aee.2022.46","DOIUrl":"https://doi.org/10.1017/aee.2022.46","url":null,"abstract":"The book Education for Sustainable Development in the Caribbean authored by Lorna Down and Therese Ferguson aims at individual and community (life on the planet earth) transformation and development. The authors of the book are very clear in setting the stage for the exploration of the pedagogical approaches required to promote a sustainable world. As such, chapters 1 to 4 provide knowledge of and understanding of fundamental concepts and present the theoretical and empirical literature and research on education for sustainable development (ESD) within the Caribbean context. Chapter one presents the concept of ESD, while chapter two focuses on values ESD. Chapters 3 and 4 present the major sustainability issues and the recognition of the fundamental role of teacher education in the Caribbean to promote an understanding of sustainability, skills, values, and behaviors with students. All four chapters aid in the explication and comprehension of the chapters that follow. I was drawn to chapters five and six for the practicality of the approach for infusing ESD into core disciplines and the authentic assessment activities relating to ESD, especially in relation to transformation. As such, for the most part, this review focuses on these two chapters which see the authors clearly and creatively presenting the ways teachers and students can imagine a sustainable world and how the teacher educator can relate different disciplines to a sustainable vision and assessment that is transformative in nature. The authors’ focus on ESD is one that seeks to encourage modifications in knowledge, skills, values, and attitudes toward a more sustainable society. As such, system thinking is one of the competencies highlighted by the authors when ESD is being considered. They propose that systems thinking is the “ability to recognize and understand relationships [and] to analyse complex systems : : : .” (p. 82). The other competencies (anticipatory normative, strategic, collaboration, critical thinking, self-awareness, and integrated problem-solving) that the authors present in the book for teachers to consider, are worth taking note of, especially whenever thought is being given to incorporating sustainable development in the classroom. Together, the competencies are intended to transform individuals who may be inclined to want to embrace new values, enhance their skills (critical thinking, problem-solving), and to foster acquisition of new knowledge, all aimed at developing confidence and responsibility in individuals to assist them in contributing to shaping the future (OECD, 2019). In chapter 5, the authors present the importance of ESD within teacher education and take it a step further to examine the appropriate teaching and learning (pedagogy) strategies that are imperative to creating a sustainable world, and the main approach for the infusion of ESD.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"246 - 247"},"PeriodicalIF":1.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48173047","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}
Abstract Environmental education across the early years has become increasingly important in Australia since the implementation of the Early Years Learning Framework and the Australian Curriculum. These documents promote a connection to nature for young children as well as environmental responsibility. In Western Australia, large areas of natural environments are bush spaces, accessible by young children, families and schools. There is no existing research investigating early childhood teacher’s knowledge of plants in these bush spaces and the utilisation of these spaces in teaching botany as part of their teaching practice. The discussion in this article examines part of a larger year-long multi-site case study of the changes in the botanical understanding of two early childhood teachers of children aged 5–8 years, in Western Australian schools both before and after the Mosaic Approach, botanical practices and Indigenous knowledges were incorporated into their teaching practice. This article focuses on the changes of botanical literacies of the early childhood teachers specifically. The findings suggest that using inquiry-based and place-based methods and including First Nations Peoples’ perspectives about plants whilst teaching in the bush can significantly increase the plant knowledge and understanding of teachers, as well their own scientific and botanical literacies.
{"title":"Reviving botany in the curriculum: the botanical journey of two Western Australian early childhood teachers","authors":"Kimberley Beasley, S. Hesterman, L. Lee-Hammond","doi":"10.1017/aee.2022.42","DOIUrl":"https://doi.org/10.1017/aee.2022.42","url":null,"abstract":"Abstract Environmental education across the early years has become increasingly important in Australia since the implementation of the Early Years Learning Framework and the Australian Curriculum. These documents promote a connection to nature for young children as well as environmental responsibility. In Western Australia, large areas of natural environments are bush spaces, accessible by young children, families and schools. There is no existing research investigating early childhood teacher’s knowledge of plants in these bush spaces and the utilisation of these spaces in teaching botany as part of their teaching practice. The discussion in this article examines part of a larger year-long multi-site case study of the changes in the botanical understanding of two early childhood teachers of children aged 5–8 years, in Western Australian schools both before and after the Mosaic Approach, botanical practices and Indigenous knowledges were incorporated into their teaching practice. This article focuses on the changes of botanical literacies of the early childhood teachers specifically. The findings suggest that using inquiry-based and place-based methods and including First Nations Peoples’ perspectives about plants whilst teaching in the bush can significantly increase the plant knowledge and understanding of teachers, as well their own scientific and botanical literacies.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"166 - 180"},"PeriodicalIF":1.6,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48098122","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}
{"title":"Keepers of the reef","authors":"P. Francis","doi":"10.1017/aee.2022.40","DOIUrl":"https://doi.org/10.1017/aee.2022.40","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"241 - 243"},"PeriodicalIF":1.6,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43310662","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}
Abstract Cultures that recognise the many forces and memories held in landscape can make important contributions to climate emergency. We argue there is another group which has knowledge to call upon; young people growing up in post-industrial places. In this paper, we draw on over 10 years of research with young people to speculate about the potential of outsider knowledge as the basis for emplaced activism as an original and significantly new approach to environmental education. The first part of the paper presents the argument, concepts and methodology for thinking about environments as lived experience. Next we introduce the place where capitalist and industrial forces are knotted with the distinctive histories of post-industrial communities. Place is explored through stories of the geological and historical legacies of south Wale’s valleys in sections titled: Earth Matters; Industrial Matters; Affective Matters and Matters of Decline. Next, three lines of flight that took off in creative workshops with young people: Troubled Landscapes, Embodied Landscape and Activist Landscapes are presented. Finally, we set out a new approach to environmental education and research by asking what if environmental activism starts from young people’s troubled experiences of living in marginal and forgotten places?
{"title":"Emplaced activism: what-if environmental education attuned to young people’s entanglements with post-industrial landscapes?","authors":"G. Ivinson, E. Renold","doi":"10.1017/aee.2022.41","DOIUrl":"https://doi.org/10.1017/aee.2022.41","url":null,"abstract":"Abstract Cultures that recognise the many forces and memories held in landscape can make important contributions to climate emergency. We argue there is another group which has knowledge to call upon; young people growing up in post-industrial places. In this paper, we draw on over 10 years of research with young people to speculate about the potential of outsider knowledge as the basis for emplaced activism as an original and significantly new approach to environmental education. The first part of the paper presents the argument, concepts and methodology for thinking about environments as lived experience. Next we introduce the place where capitalist and industrial forces are knotted with the distinctive histories of post-industrial communities. Place is explored through stories of the geological and historical legacies of south Wale’s valleys in sections titled: Earth Matters; Industrial Matters; Affective Matters and Matters of Decline. Next, three lines of flight that took off in creative workshops with young people: Troubled Landscapes, Embodied Landscape and Activist Landscapes are presented. Finally, we set out a new approach to environmental education and research by asking what if environmental activism starts from young people’s troubled experiences of living in marginal and forgotten places?","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"415 - 430"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48865177","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}
{"title":"Five Amazon voices: the claim for existence","authors":"Alice Maria Corrêa Medina","doi":"10.1017/aee.2022.43","DOIUrl":"https://doi.org/10.1017/aee.2022.43","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"211 - 213"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49665610","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}
This Special Issue of AJEE is an assemblage of creative starting points for postqualitative inquiry. Mazzei (2021), after St. Pierre (2011), has described postqualitative inquiry in terms of direct groundings in theoretical/philosophical literature. The purpose of theory is to help us better understand our world as well as to lead us to informed action (Brookfield, 2005). ‘ Postqualitative ’ can be distilled by the phrase ‘ thinking with theory ’ (Jackson & Mazzei, 2012, 2018) to encounter different ways that theory-based concepts can produce thought that happens ‘ in the middle of things ’ . Inquiries are shaped in working concepts together within problems. Concepts help us to disentangle how we have come to think and see in certain ways, making it possible to see differently (Hart, 2014). Directly implicated are extant empirical and ethical applications of theory directly within philosophical positions, often associated with new materialist and posthumanist thinking. Such shiftings in theory/praxis are increasingly recognised within impending concerns about the value of a qualitative inquiry, complicated by bioethical and bio-political issues of the Anthropocene and beyond. The turn researchers Hargraves describes explore how we might reconceptualise inquiry where researchers and participants become entangled as living assemblages in ways that disrupt and deterritorialise and that move beyond linguistic poststructuralist discursive toward the material experience. ‘ not practice; practice. ,
{"title":"Special Issue: Postqualitative inquiry: Theory and practice in environmental education","authors":"Paul J. B. Hart, P. White","doi":"10.1017/aee.2022.44","DOIUrl":"https://doi.org/10.1017/aee.2022.44","url":null,"abstract":"This Special Issue of AJEE is an assemblage of creative starting points for postqualitative inquiry. Mazzei (2021), after St. Pierre (2011), has described postqualitative inquiry in terms of direct groundings in theoretical/philosophical literature. The purpose of theory is to help us better understand our world as well as to lead us to informed action (Brookfield, 2005). ‘ Postqualitative ’ can be distilled by the phrase ‘ thinking with theory ’ (Jackson & Mazzei, 2012, 2018) to encounter different ways that theory-based concepts can produce thought that happens ‘ in the middle of things ’ . Inquiries are shaped in working concepts together within problems. Concepts help us to disentangle how we have come to think and see in certain ways, making it possible to see differently (Hart, 2014). Directly implicated are extant empirical and ethical applications of theory directly within philosophical positions, often associated with new materialist and posthumanist thinking. Such shiftings in theory/praxis are increasingly recognised within impending concerns about the value of a qualitative inquiry, complicated by bioethical and bio-political issues of the Anthropocene and beyond. The turn researchers Hargraves describes explore how we might reconceptualise inquiry where researchers and participants become entangled as living assemblages in ways that disrupt and deterritorialise and that move beyond linguistic poststructuralist discursive toward the material experience. ‘ not practice; practice. ,","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"201 - 210"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43263234","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}
{"title":"Enacting more-than-human pedagogies in response to ecological precarity: an immanent praxiography","authors":"Scott Jukes","doi":"10.1017/aee.2022.38","DOIUrl":"https://doi.org/10.1017/aee.2022.38","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"231 - 233"},"PeriodicalIF":1.6,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763331","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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