LEADER 04409nam 22005655 450 001 9910734893703321 005 20230811001533.0 010 $a981-9925-87-8 024 7 $a10.1007/978-981-99-2587-2 035 $a(MiAaPQ)EBC30604816 035 $a(Au-PeEL)EBL30604816 035 $a(DE-He213)978-981-99-2587-2 035 $a(CKB)27152781700041 035 $a(EXLCZ)9927152781700041 100 $a20230621d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a(Re)Storying Human/Earth Relationships in Environmental Education $eBecoming (Partially) Posthumanist /$fby Kathryn Riley 205 $a1st ed. 2023. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2023. 215 $a1 online resource (141 pages) 225 1 $aChildren: Global Posthumanist Perspectives and Materialist Theories,$x2523-3416 311 08$aPrint version: Riley, Kathryn (Re)Storying Human/Earth Relationships in Environmental Education Singapore : Springer Singapore Pte. Limited,c2023 9789819925865 327 $aEnvironmental Education in these Times of the Anthropocene -- Researcher Worldings: Lady/Backpacker Storytelling -- Researcher/Teacher Worldings: Relationships with Land and Pedagogy -- Researcher/Teacher/Environmental Education Worldings: Negotiating a Lived Curriculum -- Researcher/Teacher/Environmental Education Worldings: Agential Worldings Outside the Classroom -- Becoming (Partially) Posthumanist. 330 $aThis book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices. It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the planet, social and ecological injustices and threats cannot be separated from globalising, neoliberal, capitalist, and colonial discourses that proliferate through anthropocentric and humancentric logics. Manifesting in binary classifications that position the human as separate from the Earth, and dominant categories of the human in hierarchies of power, such logics homogenise and institutionalise the field of environmental education and result in an over-emphasis on instrumentalist, technicist, and mechanistic teaching and learning practices. Exploring the affects emerging within, and between, an assemblage comprising Researcher/Teacher/Environmental Education Worldings, this book seeks to understand how the researcher makes sense of herself with/in the broader ecologies of the world; collaborative processes with an elementary-school teacher in Saskatchewan, Canada, as actualised through four co-created and co-implemented multisensory researcher/teacher enactments (Mindful Walking, Mapping Worlds, Eco-art Installation, and Photographic Encounters); and how the researcher/teacher organises themselves with Land-based pedagogies, environmental education curriculum policy, and wider discourses of Western education. This book does not propose a better way of teaching and learning in environmental education. Rather, showing how difference between categories is relationally bound, this book offers a conceptual (re)storying of human/Earth relationships in environmental education for social and ecological justice in these times of the Anthropocene. . 410 0$aChildren: Global Posthumanist Perspectives and Materialist Theories,$x2523-3416 606 $aEnvironmental education 606 $aScience$xSocial aspects 606 $aEducation$xPhilosophy 606 $aEnvironmental and Sustainability Education 606 $aPosthumanism 606 $aEducational Philosophy 615 0$aEnvironmental education. 615 0$aScience$xSocial aspects. 615 0$aEducation$xPhilosophy. 615 14$aEnvironmental and Sustainability Education. 615 24$aPosthumanism. 615 24$aEducational Philosophy. 676 $a333.7071 700 $aRiley$b Kathryn$0737818 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910734893703321 996 $aRe)Storying Human$93403806 997 $aUNINA