Future Child: Pedagogy and the Post-Anthropocene

Lakind, Alexandra; Adsit-Morris, Chessa

doi:10.18357/jcs.v43i1.18263

Cited by 19 publications

(4 citation statements)

References 33 publications

(16 reference statements)

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“…This includes reimagining our relationship to food, one area where humans have had a major impact on the world (Mazac and Tuomisto 2020). Others have anticipated pedagogies of the Post-Anthropocene that would predict the need to change our relationship to the world, preparing children not to thrive in the world that is and was, but in the world to come (Lakind and Adsit-Morris 2018). Down any one of these paths, the Post-Anthropocene posits a world unrecognizable.…”

Section: The Anthropocene and Two Post-anthropocenes: A Path Divergingmentioning

confidence: 99%

The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability

Jeong

Sherman

Tippins

2021

Cult Stud of Sci Educ

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As products of the Anthropocene, the epoch of human ecological impact, models of environmental and social sustainability have been rooted in humanism, centering human agency and taking humanity as the prime reference point in understanding the world.Discourses around sustainability pose questions of how we are trying to sustain our world and our central place in it. With these questions in mind, we examine the role of science education for sustainability and as a tool for enacting societal change and interacting with the world responsibly. Science education is particularly concerned with helping learners cultivate tools and fostering scientific literacy for understanding and interacting with the world. This is key to the ability of current and future generations to meet the challenge of building and maintaining a sustainable world. Yet, these tools are rooted in anthropocentric and Western ways of understanding our relationships with and in the world, which maintains myths such as the neutrality of digital technology or linear forms of progress. We turn to posthuman perspectives to consider an alternative onto-epistemological stance that decenters human agency and foregrounds the co-constitutive and intra-active nature of the world. We argue that scientific literacy and science education for sustainability can act as channels for our species to move beyond ecological sustainability to understanding humanity's entanglement with the world. Life in all its forms, from micro to macro is about relationships with cultural and natural ecologies.Any changes in these relationships can lead to the sustaining, altering or threatening of these ecologies. In light of this recognition, we explore the implications of post-humanist thought for science education and literacy as learners seek a more sustainable world and a more harmonious place for humanity within it.

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Section: The Anthropocene and Two Post-anthropocenes: A Path Divergingmentioning

confidence: 99%

The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability

Jeong

Sherman

Tippins

2021

Cult Stud of Sci Educ

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“…Going back to Arendt's work, Pierron (2006, p. 58) explained that “our modernity has made the child, with its spontaneity and vitality, capable of commitment and innovation, the miracle that saves the world [3].” More specifically, mainstream environmentalism and environmental reproductive justice movements have made the child, the fetus and the reproductive woman key figures under conditions of planetary threat (Sheldon, 2016; Lappé et al , 2019). For instance, Lakind and Adsit-Morris (2018) show that 21st-century environmental movements have portrayed children as a resource to rescue us from the future and reestablish a connection we have lost with nature, marking the passage from the child in need of saving to the child who saves. Youth-led movements such as FFF, XR and the multiple lawsuits initiated by young activists against their governments embody the figure of the child as the hopeful speaker for future generations.…”

Section: Theoretical and Conceptual Backgroundmentioning

confidence: 99%

“…Not only projecting adults into the future, children are connected with hope because they represent simultaneously novelty and purity. Children are guarantors of a true, neutral and universal nature (Lakind and Adsit-Morris, 2018, p. 33). In turn, the reproduction of children symbolizes the reproduction of the natural order of things and the continuity of life.…”

Section: “Eco-reproductive” Concerns In Court Casesmentioning

confidence: 99%

“I don't want a child”: an apolitical argument in climate change trials in Switzerland

Demay,

Krähenbühl

2023

JOE

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PurposeThis paper aims to explore how the argument of “eco-reproductive” concerns was mobilized in climate change trials in Switzerland. Looking at social movements' advantages and constraints when having recourse to the law, the authors interrogate why the symbolism of reproduction and kinship represented a political opportunity to defend the activists in a judicial system where judging is seen as an apolitical act.Design/methodology/approachThis paper is grounded in legal research and research on social movements. While legal research focuses mainly on the study of legal and written sources, the authors used ethnography and conducted interviews to cross the perspectives of activists, their lawyers and judges.FindingsIn a context where positivist legal tradition remains strong, the “eco-reproductive” argument represented the advantage of being “apolitical,” thus audible in court. Used as socio-political tools, “eco-reproductive” concerns translated the activists' political claims into the legal arena. However, judges' conservative beliefs on family reinforced the depoliticization of activists' claims.Originality/valueWhile research on “eco-reproductive” concerns has been significantly quantitative and exploratory, the authors look in depth at one case of application and highlight the limits of “eco-reproductive” concerns to appeal to decision-makers.

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“…We use speculative fiction (Ross 2017) here, as a type of narrative enquiry (Clandinin and Rosiek 2019), drawn from a posthuman methodological scabbard, most appropriate for cleaving embodied and disembodied postdigital pedagogies (Bayne 2018;Lakind and Adsit-Morris 2018;Knox 2019) and for peering into the classrooms of the future (Selwyn et al 2020;Macgilchrist et al 2020;Costello et al 2020;Costello and Girme 2021;Cox 2021). Selwyn et al (2020) give a useful account of their approach to writing speculative fiction as research.…”

Section: Introductionmentioning

confidence: 99%

Books (Are Not Like People): A Postdigital Fable

2021

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What are books? In 2054, where reading and writing have been banned, a scholar in a dystopian academy known as University V might legitimately pose such a question. This article uses speculative fiction as a form of narrative enquiry to explore the socio-materiality of the iconic educational artefact of the textbook. It gives an empirical account of socio-material practices of textbook use (and non-use) gathered from a series of interviews with online distance education students. We analyse these interviews via speculative fiction. We engage in a sense-making activity of the student testimony by narrating their story, via a scholar looking back at our times from a post-literature future. We seek to contribute to a relative dearth of future studies that use real student data. We give an example of how speculative fiction may be used as a form of research method to analyse and interpret such data. In so doing, we seek to cast a light on current educational practices, to show how books and people are entangled. As people, objects and spaces of education intertwine, they call our attention to the interplay of form and function. They decentre the human actor. We attempt to show how form legitimates certain types of knowledge, certain people, indeed people themselves from other non-human actors. We conclude that knowledge is not disembodied, is not stable and is not locked up in books. In our final analysis, we conclude what may seem obviously true, that books are not like people.

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Future Child: Pedagogy and the Post-Anthropocene

Cited by 19 publications

References 33 publications

The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability

The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability

“I don't want a child”: an apolitical argument in climate change trials in Switzerland

Books (Are Not Like People): A Postdigital Fable

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