(Re)storying human/Earth relationships in environmental education : becoming (partially) posthumanist / Kathryn Riley.
Riley, Kathryn, 1980-
2023
GE70 .R55 2023
Available Online

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Title (Re)storying human/Earth relationships in environmental education : becoming (partially) posthumanist / Kathryn Riley.
Author Riley, Kathryn, 1980-
ISBN 9789819925872 electronic book
9819925878 electronic book
981992586X
9789819925865
DOI https://doi.org/10.1007/978-981-99-2587-2
Published Singapore : Springer, [2023]
Language English
Description 1 online resource (141 p.).
Item Number 10.1007/978-981-99-2587-2 doi
Call Number GE70 .R55 2023
Dewey Decimal Classification 333.7071
Summary 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. .
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Description based on online resource; title from digital title page (viewed on July 19, 2023).
Series Children (Springer (Firm))
Available in Other Form (Re)Storying Human/Earth Relationships in Environmental Education
Linked Resources Online Access
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Intro
Foreword
Acknowledgements
About This Book
Contents
About the Author
Abbreviations
List of Figures
List of Tables
Cluster One: Inspiring
1 Turning to Posthumanist Possibilities in Environmental Education
1.1 Lines of Flight Across the Pacific
1.2 The Purpose of This Book
1.3 The Promise of Posthumanist Performativity
1.4 Book Organisation
References
2 Environmental Education in These Times of the Anthropocene
2.1 The Concept of Nature
2.2 Evolution of Environmental Education

2.3 Education for Sustainable Development in the Canadian Context
References
Cluster Two: Performing
3 Researcher Worldings: Lady/Backpacker Storytelling
3.1 Researcher Worldings Apparatus
3.2 Edge Places
3.3 Introducing Agential Realism
3.4 Figurations
3.5 Learning-With the Kisiskâciwani-Sîpiy/South Saskatchewan River
3.6 Dwelling in the Middle Space of Ecotones
References
4 Researcher/Teacher Worldings: Relationships with Land and Pedagogy
4.1 Researcher/Teacher Worldings Apparatus
4.2 Thinking Through Land
4.3 Mindful Walking: A Teacher/Crow Story

4.4 Mapping Worlds: Becoming-with Land
4.5 Pedagogical Events in Mindful Walking and Mapping Worlds: Opening to Relational Care Ethics
References
5 Researcher/Teacher/Environmental Education Worldings: Negotiating a Lived Curriculum
5.1 Researcher/Teacher/Environmental Education Worldings Apparatus
5.2 Eco-Art Installation: Tools, Toys, and Friends
5.3 Transdisciplinary Approaches to Curriculum: Dwelling at the Borders of Difference Between Curriculum-as-Plan and a Lived Curriculum
5.4 An Ecosophy of Becoming
References

6 Researcher/Teacher/Environmental Education Worldings: Agential Worldings Outside the Classroom
6.1 Researcher/Teacher/Environmental Education Worldings Apparatus
6.2 Tensions in Photographic Encounters
6.3 Indoor/Outdoor Binaries in Environmental Education
6.4 Teaching-with the Outdoors in Environmental Education
6.5 Intraacting Me/Us Relationships in Sympoietic Systems
References
Cluster Three: Becoming
7 Becoming (Partially) Posthumanist
7.1 De/Recomposing Assemblages
7.2 Break One: Ethical Forces Moving Identity to Nomadic Multiplicities of Subjectivities

7.3 Break Two: Sociocultural Forces Moving Humancentred Agency to Relational Agency
7.4 Break Three: Political Forces Moving Top-Down Policy Enactments to Globalised Localities
7.5 New and Different Stories in/for Environmental Education
References
Appendix Meeting Provocations
Meeting 1 Provocations
Historical Accounts
Meeting 2 Provocations
Part 1: Mapping Conceptions and Practices of Environmental Education
Part 2: Conceptions of Relational Teaching Practices
Meeting 3 Provocations
The Potential for the Future
Index

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