Imagining a wilder policy future through interstitial tactics

Abstract

This paper takes as its central concern the concept of wilding education policy and explores implications for systemic change in education. It starts from shared premises with wild pedagogies, namely, that current human operations are unsustainable and require deep transformation, and that education is (or should be) a partner in this transformation. The arguments herein focus on the relationship of the institution of formal schooling to the ‘wild,’ and posits that, because of the inherent tensions between the two, interstitial policy tactics are required. This paper proposes five working principles of interstitial tactics and examines these against a meta-synthesis of recent research on transformative environmental and sustainability practices in schools.

Imagining Advancement of Wilding Educational Policy: Reflections and Possibilities in Botswana

“…Wilding pedagogies emerged as a response to a shift in perspectives among educators who began questioning humanity’s relationship with the natural world and exploring ways to promote inclusivity and change in this interaction. Aikens (2020) defined wilding pedagogies as the process of reconnecting with and reclaiming wilderness, not just as an abstract concept but as tangible places and ways of being in relation to these places and other self-willed beings (Jickling et al ., 2018; Affifi et al ., 2018). The author emphasises that education policy plays a crucial role in the acknowledgement of the self-will and responsibility of individuals, which in turn shapes their habits, practices and humanistic objectives.…”

“…Biologists have also emphasised the need for a shift in human perceptions of biological systems to fully comprehend the significance and contributions of the natural world (Papworth et al ., 2009). In this regard, indigenous and local knowledge can play a crucial role in fostering attitudes and behavioural changes towards the wild, with schools serving as important catalysts for such transformations (Aikens, 2020).…”

“…One way in which education can fulfil this responsibility is to equip students with the cognitive, emotional and behavioural skills necessary to engage with nature. Aikens (2020) also emphasised the importance of recognising that humans are not the sole inhabitants of the planet and that other living entities have a place on Earth. This recognition is crucial for addressing the environmental challenges caused by human activities.…”

Environmental attunement in health, sport and physical education

“…The papers in this section engage with curriculum documents and teachers values and beliefs from the Australian context to consider the challenges and possibilities of translating environmental attunement to practice. There is much scope to expand this theme through further research to examine the interstices of enacting environmental attunement in local places, governance, educational systems and pedagogical practice (Aikens, 2020;Gray & Martin, 2012;Madsen et al, 2015).…”

“…In any case, for us 'environmental attunement' is an ongoing project given it's subjugation in meanings of health and physical education (Taylor et al, 2019) that appears to be of increasing concern in current times and thus poignant material for more focused theoretical and epistemological inquiry. In this Issue, we discuss the what, why and how of environmental attunement and take ongoing inspiration from research and practice at the interstices of local places, governance, educational systems and pedagogical practice (Aikens, 2020;Gray & Martin, 2012;Madsen et al, 2015).…”