Place-responsive intergenerational education

Mannion, Greg; Gilbert, Joyce

doi:10.4324/9780203736920-16

“…We saw the potential for a situated, interdisciplinary, and intergenerational form of placeresponsive pedagogy (Mannion, Fenwick and Lynch 2013). The project pedagogy was initially based on two principles arising from our reading of Deleuze and Guattari (see Mannion and Gilbert 2015): (1) people and places are reciprocally enmeshed and coemergent, and (2) people learn through making embodied responses to differences. We asked: How might our ways of life be prompted to be more sustainable in the light of the drover experience?…”

Section: The Project -Stories In the Landmentioning

confidence: 99%

Re-assembling environmental and sustainability education: orientations from New Materialism

Mannion¹

2023

New Materialisms and Environmental Education

0

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A growing number of scholars call for the use of New Materialist frameworks for research across social and natural sciences. In general, however, there is little rigorous, in-depth or detailed advice on how postqualitative research is to be empirically conducted. Also, what the implications might be for environmental and sustainability education remain unclear. In response, drawing on data from a place-responsive heritage education project, employing theory from Deleuze and Guattari, I provide orientations for Assemblage Pedagogy and Assemblage Research. Assemblage Pedagogy involves educating for more sustainable ways of life through: (1) Interrupting existing education assemblages and experimenting with new approaches, (2) Practicing, relating, and entangling 'from the middle', involving the human and more-than-human to actualize the capacities and relations needed, and, (3) Evoking and performing new practices and expressions designed to create more sustainable ways of life. Wider implications for researching environmental and sustainability education are considered.

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“…In other assemblage-oriented ESE research, there are some directions for travel (inter alia, Clarke and McPhie 2016, Ross and Mannion 2012, Mannion and Gilbert 2015, Van Poeck and Lysgaard 2016. Mannion, Fenwick and Lynch (2013) analysed teachers' experiences to argue for place-responsive pedagogy requiring planning for reciprocity between humans and the learning setting.…”

Section: New Materialist Esementioning

confidence: 99%

Re-assembling environmental and sustainability education: orientations from New Materialism

Mannion

¹

2019

Environmental Education Research

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A growing number of scholars call for the use of New Materialist frameworks for research across social and natural sciences. In general, however, there is little rigorous, in-depth or detailed advice on how postqualitative research is to be empirically conducted. Also, what the implications might be for environmental and sustainability education remain unclear. In response, drawing on data from a place-responsive heritage education project, employing theory from Deleuze and Guattari, I provide orientations for Assemblage Pedagogy and Assemblage Research. Assemblage Pedagogy involves educating for more sustainable ways of life through: (1) Interrupting existing education assemblages and experimenting with new approaches, (2) Practicing, relating, and entangling 'from the middle', involving the human and more-than-human to actualize the capacities and relations needed, and, (3) Evoking and performing new practices and expressions designed to create more sustainable ways of life. Wider implications for researching environmental and sustainability education are considered.

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“…In short, it is feeling safe and attached to the local area. This holds common references within the group of children, but works as well for contact across groups and generations (Horrigmo, 2014;Løvlie, 2007b;Mannion & Adey, 2011).…”

Section: Social and Cultural Sustainabilitymentioning

confidence: 99%

Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions

Grindheim

¹

,

Bakken

²

,

Hauge

³

et al. 2019

ECNU Review of Education

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Purpose: The article investigates how to make a broader understanding of sustainability relevant for early childhood education (ECE) guided by the four dimensions suggested by United Nations Educational, Scientific and Cultural Organization: ecological, economic and social/cultural sustainability, and good governance. Design/Approach/Methods: Previous research on ECE on sustainability is discussed in relation to the four dimensions and to Biesta's concepts of socialization, qualification, and subjectification. Findings: The investigation finds that all four dimensions are necessary in ECE for sustainability, and it suggests how the dimensions can be understood, how they may overlap, and how they can be contradictive. Originality/Value: The article depicts how children's opportunities to engage and to disturb established ways of thinking can be facilitated through all dimensions.

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Place-responsive intergenerational education

Cited by 22 publications

References 18 publications

Re-assembling environmental and sustainability education: orientations from New Materialism

Re-assembling environmental and sustainability education: orientations from New Materialism

Re-assembling environmental and sustainability education: orientations from New Materialism

Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions

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