Posthumanist Learning: Nature as Event

Young, Tracy; Cutter-Mackenzie-Knowles, Amy

doi:10.1007/978-3-030-12212-6_2

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…Tracing the more than human in environmental education and its research in recent times (the last 100-150 hundred years) can be seen through the works of Carson (1969), Weston (1994Weston ( , 1999, Abram (1996), Thoreau (1851Thoreau ( -1860Thoreau ( , 1854Thoreau ( /2014, Leopold (1949) and Muir (1901). This modern tracing is also detectable in posthuman writings (Braidotti, 2013;Cole & Mirzaei Rafe, 2017;Ferrando, 2013;Hayles, 1999;Morgenstern, 2018;Morris, 2015;Murris, 2016;Snaza & Weaver, 2015;Young & Cutter-Mackenzie-Knowles, 2020). Shifting our gaze to indigenist ways of knowing and relating between humans, Country, the land, energy and all other species represents over 60,000 years of knowing (Langton, 2019).…”

Section: Staying-with the Bird Tracementioning

confidence: 94%

Staying-with the traces: mapping-making posthuman and indigenist philosophy in environmental education research

Cutter-Mackenzie-Knowles¹,

Brown²,

Osborn³

et al. 2020

Aust. J. environ. educ.

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We acknowledge and pay respect to the people of the Yugambeh Nation on whose Land we work, meet and study. We recognise the significant role the past and future Elders play in the life of the University and the region. We are mindful that within and without the buildings, the Land always was and always will be Aboriginal Land.1This paper introduces staying-with the traces of inter/intra-subjective experience, with and within place, in mapping-making philosophy in environmental education. Through a conceptualisation of philosophy as concepts or knots in an infinite composition of knowledge, rather than separate knowledges, we use staying-with the traces2 as method, whereby our embodied patterns of human and more than human relationality across place and time may engage with philosophy. This grounding of philosophy foregrounds the diverse onto-epistemologies of posthumanism and indigenist3 ways of knowing, acknowledging tensions and searching for the possibilities of connectivity between them. Through an embodied arts-based walking practice, our approach challenges the perpetuation of reductionist perspectives, including nature/culture binaries, within environmental education. We stay with the traces of bird, meeting, tree, watery and concrete in mutual inseparable relation and becoming.

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Section: Staying-with the Bird Tracementioning

confidence: 94%

Staying-with the traces: mapping-making posthuman and indigenist philosophy in environmental education research

Cutter-Mackenzie-Knowles¹,

Brown²,

Osborn³

et al. 2020

Aust. J. environ. educ.

Self Cite

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“…Precisamente estas consecuencias es lo que busca paliar la perspectiva posthumanista. 5 The repercussions of these serious environmental problems on people's health and lives are evident, while the need to remedy the enormous environmental impacts that people are causing on the planet is becoming more and more imperative. To adequately address the solution or minimization of these environmental impacts, of these negative effects on the environment, we have to be aware that we need complex, integral and global solutions, which include a holistic consideration of the environment.…”

Section: Introductionmentioning

confidence: 99%

Towards an ethical horticulture: natural and social values as a productive direction

Echarri¹

2022

HIJ

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In recent years, the world has suffered an exaggerated and disproportionate exploitation of natural resources that directly affects people's lives both now and in the future. This utilitarian way of understanding the environment also extends to our society, which is becoming dehumanized, producing the so-called social exclusion. Horticulture, as the basis of food production for humanity, also has a notable influence on the Earth ecosystem, in its environmental and social perspective. Depending on the approach we take to horticulture, we can either relate appropriately to our environment or, on the other hand, cause environmental damage and, therefore, social damage. The values behind the horticultural activity will be decisive when it comes to achieving an environmentally harmful horticulture or a horticulture aligned with the natural and social cycles and processes: this is what is called ethical horticulture which includes sustainable principles based on ecological and social criteria.

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Wild and willful pedagogies: Education policy and practice to embrace the spirits of a more-than-human world

Quay

2020

Policy Futures in Education

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Education faces a dilemma: policy and practice are primarily humanist in orientation, and yet the environmental challenges education hopes to confront require moving beyond humanist perspectives – to posthumanist awareness. Recent policy advances in Victoria, Australia, highlight the empowerment of students. Yet widening the scope of education policy to embrace posthumanist ideas and the more-than-human world is a challenge not yet conceived by most policy-makers and teachers. In this paper the relevance of posthumanist ideas to education is taken seriously, and arguments presented which connect policy and wildness, two words not often considered co-supportive. Wildness and policy come together in habits, in practices, where self-will and social civility are bonded together. I introduce anthropomorphism, in its connection with irreducible anthropocentrism, as a means to understand human engagement with the wills, spirits, habits, of nonhumans, in a more-than-human world. Anthropomorphism is one way to enable moral consideration to be extended beyond humans, offering a way to shift education policy and practices, thereby supporting understanding of wild pedagogies.

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Posthumanist Learning: Nature as Event

Cited by 3 publications

References 29 publications

Staying-with the traces: mapping-making posthuman and indigenist philosophy in environmental education research

Staying-with the traces: mapping-making posthuman and indigenist philosophy in environmental education research

Towards an ethical horticulture: natural and social values as a productive direction

Wild and willful pedagogies: Education policy and practice to embrace the spirits of a more-than-human world

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