Ecopedagogy Disrupting Postdigital Divides of (Neo)Coloniality, (Eco)Racism, and Anthropocentricism: A Case Study

Misiaszek, Greg William; Epstein-HaLevi, David Yisrael; Reindl, Stefan; Jolly, Tamara Leann

doi:10.1007/978-3-030-97262-2_7

Cited by 5 publications

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“…Making sense of the relationships between OEE, inequality, emancipation and the postdigital interacts with Jandrić and Ford's (2022) edited book Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures. Especially poignant is the chapter from Misiaszek et al (2022), who present a case study on an ecopedagogical course which utilised TikTok to explore narratives of neocolonialism, ecoracism and anthropocentrism in Western constructions of nature and earth. They conclude that learners need 'to be also outside of digital spaces (e.g., offline, off-the-grid)' in order to understand and address issues of socio-environmental injustices and the climate and ecological crisis (Misiaszek et al 2022: 140).What the above does is outline some of the complexities that are present when considering the role of the postdigital in OEE contexts.…”

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Postdigital Outdoor and Environmental Education

Reed

2022

Postdigit Sci Educ

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Alongside this acknowledgement, the field of OEE must also consider how it is inescapably positioned within the networked spaces (e.g. social media and the technical architectures that sustain them) that very often characterise contemporary societies. Montgomery (2015) extends this, demonstrating how networked spaces have unpicked what were formerly stable social boundaries in the lives of young people. As 18-year-old Skyler told her Mum in research conducted by boyd (2014: 119), if you cannot engage with such spaces 'you don't exist'. Davidson and Goldberg (2010) build on this, positing that technology has inevitably altered how young people participate in civic society, whilst changing how people play, learn and socialise.In contemporary life, young people seamlessly inhabit and grow up in a world where distinguishing between so-called digital and non-digital spaces becomes increasingly difficult and probably impossible (Allaby and Shannon 2020; Kaplan-Berkley 2021). Positioning contemporary childhoods within this collapsed digital-non-digital binary may be positioned as a characteristic of the postdigital condition (Ryberg et al. 2021). As Jandrić et al. (2018 put forward, 'we are increasingly no longer in a world where digital technology and media is separate, virtual, "other" to a "natural" human and social life'. This adds yet more layers to the OEE endeavour and presents a messy and chaotic space from which young people may begin to make sense of their outdoor learning experiences. This raises the question: In a time of climate and ecological crisis, what impact might a postdigital reality have on the purposes and outcomes of OEE?Within this postdigital context, OEE must also account for the ongoing oppression and stigmatisation experienced by groups of diverse populations in outdoor learning. Whether it be issues of hegemonic masculinity (Kennedy and Russell 2020), racial equity and inclusion (Romero et al. 2022) or the marginalisation of gender variant students (Bren and Prince 2022), we must consider how the postdigital interacts with the foundational inequalities present in OEE. Making sense of the relationships between OEE, inequality, emancipation and the postdigital interacts with Jandrić and Ford's (2022) edited book Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures. Especially poignant is the chapter from Misiaszek et al. (2022), who present a case study on an ecopedagogical course which utilised TikTok to explore narratives of neocolonialism, ecoracism and anthropocentrism in Western constructions of nature and earth. They conclude that learners need 'to be also outside of digital spaces (e.g., offline, off-the-grid)' in order to understand and address issues of socio-environmental injustices and the climate and ecological crisis (Misiaszek et al. 2022: 140).What the above does is outline some of the complexities that are present when considering the role of the postdigital in OEE contexts. As I have discussed previously, 'in a postdigital world marked by the climate an...

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