LEADER 03761nam 2200481 450 001 9910510587603321 005 20230529131946.0 010 $a9789811657887$b(electronic bk.) 010 $z9789811657870 035 $a(MiAaPQ)EBC6812386 035 $a(Au-PeEL)EBL6812386 035 $a(CKB)19919424500041 035 $a(OCoLC)1287136546 035 $a(EXLCZ)9919919424500041 100 $a20220819d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPedagogies for the post-anthropocene $elessons from apocalypse, revolution and Utopia /$fEsther Priyadharshini 210 1$aSingapore :$cSpringer,$d2021. 215 $a1 online resource (148 pages) 225 1 $aCultural Studies and Transdisciplinarity in Education ;$vVolume 14 311 08$aPrint version: Priyadharshini, Esther Pedagogies for the Post-Anthropocene Singapore : Springer Singapore Pte. Limited,c2021 9789811657870 327 $aIntro -- Contents -- Chapter 1: Introduction -- 1.1 Youth -- 1.2 Futures -- 1.3 Education -- References -- Chapter 2: Thinking-Making-Doing Futures Research -- 2.1 Posthumanism at the Anthropocene -- 2.2 Post-qualitative Research -- 2.3 Futures-Making Research -- 2.4 Studying With -- 2.5 Speculative Narratives -- 2.6 Meanwhiles -- References -- Chapter 3: Part I: Apocalypse -- 3.1 The Apocalyptic Imaginary -- 3.2 'They Never Go There?' -- 3.3 Not Worth Convincing Them? -- 3.4 Prove Me Wrong? -- 3.5 Beyond the Singular Narrative -- 3.6 Apocalypse as Frame of Intelligibility -- 3.7 Cathedral Thinking -- 3.8 Lessons from the Apocalypse -- 3.9 Meanwhile? -- 3.9.1 The Curriculum Vitae -- 3.9.2 Career Maps -- References -- Chapter 4: Part II: Revolution -- 4.1 Studying the Movement -- 4.2 Scale and Profile of School Climate Strikes (SCS) -- 4.3 Youth Activism and Organisation -- 4.4 Organisational Websites and Social Media -- 4.5 Wresting Control and the Push Back -- 4.6 The Friday Spectacles -- 4.7 A Public Pedagogy for Alternative Futures -- 4.8 Meanwhile? -- References -- Chapter 5: Part III: Utopia -- 5.1 Utopia as a Concept and a Method -- 5.2 The Utopias of Afrofuturism -- 5.3 Octavia Butler's Critical Utopia -- 5.3.1 Mapping the Terrain -- 5.3.2 Creating the 'Common' -- 5.3.3 Posthuman Theology -- 5.3.4 An Unorthodox Politics -- 5.3.5 Radical Imagination and Unorthodox Pathways -- 5.4 N.K. Jemisin's Sensory Utopias -- 5.4.1 Refusing the Suffering of Others -- 5.4.2 Sensory Materialism -- 5.4.3 The Dystopia of Social Hierarchy and Extractive Relations -- 5.4.4 The Possibility of New Peoples and Non-extractive Relations -- 5.5 Okorafor's Africanfuturist, Decolonised Utopia -- 5.5.1 Indigenous Materialisms -- 5.5.2 Ecological Hybridity -- 5.5.3 The Decolonised University -- 5.5.4 Space and Belonging -- 5.6 Imagining Utopias, Educating Desires. 327 $aReferences -- Chapter 6: Pedagogies for a Post-Anthropocene World -- 6.1 Pedagogies of Apocalypse -- 6.2 Pedagogies of Revolution -- 6.3 Pedagogies of Utopia -- References. 410 0$aCultural studies and transdiscplinarity in education ;$vVolume 14. 606 $aEducational sociology 606 $aSociologia de l'educació$2thub 606 $aFilosofía de l'educació$2thub 608 $aLlibres electrònics$2thub 615 0$aEducational sociology. 615 7$aSociologia de l'educació 615 7$aFilosofía de l'educació 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