LEADER 05231nam 22006015 450 001 9910510587603321 005 20240313112702.0 010 $a9789811657887$b(electronic bk.) 010 $z9789811657870 024 7 $a10.1007/978-981-16-5788-7 035 $a(MiAaPQ)EBC6812386 035 $a(Au-PeEL)EBL6812386 035 $a(CKB)19919424500041 035 $a(OCoLC)1287136546 035 $a(DE-He213)978-981-16-5788-7 035 $a(EXLCZ)9919919424500041 100 $a20211125d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPedagogies for the Post-Anthropocene $eLessons from Apocalypse, Revolution & Utopia /$fby Esther Priyadharshini 205 $a1st ed. 2021. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2021. 215 $a1 online resource (148 pages) 225 1 $aCultural Studies and Transdisciplinarity in Education,$x2345-7716 ;$v14 311 08$aPrint version: Priyadharshini, Esther Pedagogies for the Post-Anthropocene Singapore : Springer Singapore Pte. Limited,c2021 9789811657870 327 $a1. Introduction -- 2. Thinking-Making-Doing Futures Research -- 3. PART I: Apocalypse -- 4. Part II: Revolution -- 5. SECTION III: Utopia -- 6. Pedagogies for a Post-Anthropocene World. 330 $aThis book draws on posthumanist critique and post qualitative approaches to research to examine the pedagogies offered by imaginaries of the future. Starting with the question of how education can be a process for imagining and desiring better futures that can shorten the Anthropocene, it speaks to concerns that are relevant to the fields of education, youth and futures studies. This book explores lessons from the imaginaries of apocalypse, revolution and utopia, drawing on research from youth(ful) perspectives in a context when the narrative of ?youth despair? about the future is becoming persistent. It investigates how the imaginary of 'Apocalypse' acts as a frame of intelligibility, a way of making sense of the monstrosities of the present and also instigates desires to act in different ways. Studying the School Climate Strikes of 2019 as 'Revolution' moves us away from the teleologies of capitalist consumption and endless growth to newer aesthetics. The strikes function asa public pedagogy that creates new publics that include life beyond the human. Finally, the book explores how the Utopias of Afrofuturist fiction provides us with a kind of 'investable' utopia because the starting point is in racial, economic and ecological injustice. If the Apocalypse teaches us to recognize what needs to go, and Revolution accepts that living with ?less than? is necessary, then this kind of Utopia shows us how becoming ?more than? human may be the future. ?It would be easy to despair about the purpose of education in these times. Pedagogies of the Post-anthropocene offers instead a strong case for its continued relevance. Through three imaginaries: Apocalypse, Revolution, and Utopia Esther Priyadharshini declares that worrying about the future is not enough; students need strategies and skills for a future of different politics and rights. Using empirical research and case study projects into speculative narratives across the three imaginaries, Priyadharshini offers workable ideas for using pedagogies of possibility by teachers committed to preparing students for the futures young people imagine and desire.? ? Associate Professor Linda Knight, Director, Mapping Future Imaginaries research network, RMIT University, Australia ?In this clearly written and engaging book, Priyadharshini draws our attention to the work of images of apocalypse, revolution and utopia in young people?s thinking and to the challenges and resources that these offer to education. It is a timely and compelling account that merits close reading by anyone interested in the relationship between education and the challenging futures we are facing today. Both theoretically robust and empirically grounded, weaving together young people?s voices, current affairs and literature, the book also opens up lines of inquiry and practice for teaching. Highly recommended.? ? Keri Facer, Professor of Educational & Social Futures, University of Bristol. 410 0$aCultural Studies and Transdisciplinarity in Education,$x2345-7716 ;$v14 606 $aEducational sociology 606 $aYouth$xSocial life and customs 606 $aCommunication 606 $aInformation theory 606 $aSociology of Education 606 $aYouth Culture 606 $aMedia and Communication Theory 615 0$aEducational sociology. 615 0$aYouth$xSocial life and customs. 615 0$aCommunication. 615 0$aInformation theory. 615 14$aSociology of Education. 615 24$aYouth Culture. 615 24$aMedia and Communication Theory. 676 $a306.43 700 $aPriyadharshini$b Esther$01066111 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910510587603321 996 $aPedagogies for the Post-Anthropocene$92548588 997 $aUNINA