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Reimagining Sustainability in Precarious Times.

By: Contributor(s): Material type: TextPublisher: Singapore : Springer Singapore Pte. Limited, 2017Copyright date: ©2017Edition: 1st edDescription: 1 online resource (332 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789811025501
Subject(s): Genre/Form: DDC classification:
  • 306.43
Online resources:
Contents:
Intro -- Foreword -- References -- Preface -- D'harawal Stories of Cycles and Seasons: Land, Water, and Fire -- Introduction -- Observation and Experience: The Science of the D'harawal Peoples -- The Annual Weather Cycle -- The Mudong (11-12 Year) Climate Cycle -- The Garuwanga or Dreaming Cycle -- The Gathering Place -- Acknowledgements -- Contents -- Part I: Responding to the Anthropocene -- Chapter 1: Sustainability, Education, and Anthropocentric Precarity -- Precarity in the Anthropocene -- Sustainability in the Anthropocene -- Precarity and Sustainability Education -- Mapping the Ideas -- Section One: Responding to the Anthropocene -- Section Two: Re-configuring and Re-worlding -- Section Three: Re-reading and Grappling -- Section Four: Re-presenting and Re-presencing -- Living Well with the Planet -- References -- Chapter 2: The Anthropocene's Call to Educational Research -- Introduction -- What Does the Anthropocene Do? -- The Context of Advanced Capitalism -- The Rise of Posthuman Philosophical Approaches -- Postqualitative Methodologies in Educational Research -- Entanglement and the Method of 'Intra-action' -- 'Common Worlds' and Multi-species Ethnographies -- Becoming-Frog -- Thinking Through Country -- Conclusion -- References -- Chapter 3: Alternative Paradigms for Sustainability: Decentring the Human Without Becoming Posthuman -- Introduction -- Of Children's Games and Serious Concerns -- The Problem with Posthumanism -- Problem One. The Term 'Posthuman' Gives the Impression that It Advocates a Time After-or Post-the Human -- Problem Two: Posthumanism Is Conceptually Confusing -- Problem Three: The Posthumanist Critique of Dualism Is Thin and Misdirected -- Problem Four: Some Posthumanists Anthropomorphise the Very World that They Treat as Beyond the Human.
Problem Five: Having Damned Dualism, the Posthumanists Themselves Use Unacknowledged Dualisms -- Problem Six: The Politics of Posthumanism Is Ungrounded -- The Trouble with the Triple Bottom Line -- Problem One: The Triple Bottom Line Approach Leaves Capitalism Basically Unchallenged -- Problem Two: The Triple Bottom Line Approach Re-centres the Economy -- Circles of Social Life -- Conclusion -- References -- Chapter 4: Cosmopolitics of Place: Towards Urban Multispecies Living in Precarious Times -- Introduction -- Re-imagining Place -- Why Multispecies? Why Cosmopolitics? -- Differences Within the Human Species -- The Humanised City -- Learning to Live with Others: Towards Multispecies Place-making -- Towards a Politics of Multispecies Presence -- Berlin Is Home to the Most Diverse Species of Any European Capital -- A Cosmopolitical Invitation -- References -- Part II: Re-configuring and Re-worlding -- Chapter 5: Romancing or Re-configuring Nature in the Anthropocene? Towards Common Worlding Pedagogies -- Introduction -- What Counts as Nature? -- For Whom and at What Cost? -- Towards Common World Pedagogies -- The Cosmopolitics of Kangaroo-Child Relations -- Conclusion -- References -- Chapter 6: A Precarious Body -- Ocean -- Conversation 1: The Practice of Being Human -- Welcome to the Era of the Anthropocene! -- Desert -- Conversation 2: What Really Matters? -- References -- Chapter 7: Bodyplacetime: Painting and Blogging 'Dirty, Messy' Humannatured Becomings -- Introduction -- Researching and Mothering -- Painting -- (Bodyplace)Blogging -- Humannatured Becoming -- Theoretically Disrupting Playfully -- Three Bodyplaceblogposts -- Bodyplacetime -- References -- Chapter 8: Tracing Notions of Sustainability in Urban Childhoods -- Introduction -- Tracing Childhoods in Urban Auckland -- A Childhood Studies Research Lens -- Childhoods, Forces, Matter.
Childhoods Connectedness -- Conclusion -- References -- Chapter 9: Beyond Sustainability: New Visions for Human Econnection in Early Childhood Education -- Introduction -- Theoretical Considerations -- Nature and Culture -- Nature/Cultures - Common Worlds -- Education in the Anthropocene -- Common Worlds -- Performativity, Arts, and Science -- Place: Individual and Community Identity -- Conclusion -- References -- Chapter 10: Transnational Knowledge Exchange: Connecting Knowledge Traditions for Sustainability of the Planet -- Introduction -- Internationalisation of Higher Education and Education for Sustainability -- Internationalisation of Higher Education -- Education for Sustainability -- New Imaginings to Connect Knowledge Traditions for Sustainability of the Planet -- Non-western Knowledge -- Trans-cultural, Transnational Knowledge Exchange, and Education for Sustainability -- Pedagogies for Transnational Knowledge Exchange, and Education for Sustainability -- Conclusion -- References -- Part III: Re-reading and Grappling -- Chapter 11: Ecological Posthumanist Theorising: Grappling with Child-Dog-Bodies -- Introduction -- Anthropocentric Predicament -- Ecological Posthumanism -- Child-Dog (Bodies) in La Paz -- Conclusion -- References -- Chapter 12: Connections, Compassion, and Co-healing: The Ecology of Relationships -- Human's Entangled Relationship with Nature -- What Is Outdoor Education? -- Outdoor Education and Sustainability Education -- Reinforcement of Positive Relationships -- Relationships and Family Therapy -- Changing Relationships Helps Change People's Narratives -- Conclusion -- References -- Chapter 13: Exploring 'Thing-Power' and the 'Spectre of Fear' on Schooling Subjectivities: A Critical Posthuman Analysis of LGBT Silencing -- Introduction.
Educational Documentation through a Posthumanism Lens: The Criticality of 'Thing-Power' -- Teacher-Becoming-Spectre-Becoming-Teacher -- Transforming the Spectre -- References -- Chapter 14: Re-Thinking Human-Plant Relations by Theorising Using Concepts of Biophilia and Animism in Workplaces -- Introduction -- Defining the Key Terms: Sustainability, Wellbeing, Biophilic Design and Productivity -- Project Background -- The Research on Nature Within the Built Environment -- Methodology -- Phase 4: Site Office Interviews 12 Months After Introduction of Plants -- Discussion -- High Performance Workplaces -- The Impact of 'Green' in Workplaces -- Aesthetic Appeal -- Emotional Bonding -- Change in Social Dynamics -- Conclusion -- References -- An Earlier Version of This Chapter Appears in -- Chapter 15: Deep Mapping Towards an Intercultural Sustainability Discourse -- Introduction -- Does the Sustainability Discourse Connect with the Decolonising Australian Discourse? -- Seeing More to Know More: The Powerful Role of Visual Images -- Arts-Based Inquiry: Confluence of Places and Knowledge -- Other Confluences: Rapid Urban Development in Melbourne and Expectations of Biodiversity -- Country in the Contact Zone -- Local Urban Places -- Sustainability Storylines in Summer 2014 -- Story 1: Heatwaves -- Story 2: Greening Narratives and Impacts on Cities -- The Value of Story to Think into Country -- Ecosystem Services: Values and Assumptions -- The United Nations Global Framework on Urban Biodiversity -- Conclusion: Deep Mapping for Sustainability -- References -- Part IV: Re-presenting and Re-presencing -- Chapter 16: Expanding Curriculum Pathways Between Education for Sustainability (EfS) and Health and Physical Education (HPE) -- Introduction -- Theoretical Approaches -- The Friendship Garden: Bringing Interconnectedness with Nature into Consideration.
'It Is a Beautiful Place': Increasing Attentiveness to the Enchanted Towards Expanding Curriculum Possibilities -- Conclusion -- References -- Chapter 17: Watery Configurations of Animals, Children, Pedagogies and Politics in a Suburban Wetland -- Introduction -- Love Your Lagoons -- Thinking Pedagogy Through the Posthuman -- Encountering Animals -- Swamphen -- Eel -- Turtle -- Conclusion -- References -- Chapter 18: The Ecological Curriculum: Teaching, Learning, Understanding -- Introduction -- Background -- My Story -- Aaron Williamson -- The Project -- Emerging Patterns -- Individual Understanding -- Social Meaning -- Environmental Action -- Conclusion -- References -- Chapter 19: Nurturing Female Outdoor Educators: A Call for Increased Diversity in Outdoor Education in Precarious Times -- Introduction -- A Global View of Teacher Education -- Outdoor Education and Sustainability Definitions -- Background of the Research Setting -- Alternative Perspectives to Challenge the Dominant Discourses in Outdoor Education -- Ecofeminism Perspective to Nurture Change and Retain Quality Teachers -- Vignette -- A Way to Nurture POETs and Classroom EfS Teachers in the Future -- A Way to Face Fear -- Conclusion -- References -- Chapter 20: Caretakers or Undertakers: How Can Education Support Humanity to Build a Sustainable Future? -- Introduction -- Where Does the Change Start? -- Case Study One -- Case Study Two -- Case Study Three -- Sustainability Leadership -- Conclusion -- References -- Chapter 21: Educating Beyond the Cultural and the Natural: (Re)Framing the Limits of the Possible in Environmental Education -- Becoming Rocked -- The Material Turn -- Shallow, Deep, Dark and Flat Environmental Education -- Mapping Haecceitical 'Selves': (Re)Framing the Limits of the Possible with Students -- The Middle -- References -- Author Index -- Subject Index.
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Intro -- Foreword -- References -- Preface -- D'harawal Stories of Cycles and Seasons: Land, Water, and Fire -- Introduction -- Observation and Experience: The Science of the D'harawal Peoples -- The Annual Weather Cycle -- The Mudong (11-12 Year) Climate Cycle -- The Garuwanga or Dreaming Cycle -- The Gathering Place -- Acknowledgements -- Contents -- Part I: Responding to the Anthropocene -- Chapter 1: Sustainability, Education, and Anthropocentric Precarity -- Precarity in the Anthropocene -- Sustainability in the Anthropocene -- Precarity and Sustainability Education -- Mapping the Ideas -- Section One: Responding to the Anthropocene -- Section Two: Re-configuring and Re-worlding -- Section Three: Re-reading and Grappling -- Section Four: Re-presenting and Re-presencing -- Living Well with the Planet -- References -- Chapter 2: The Anthropocene's Call to Educational Research -- Introduction -- What Does the Anthropocene Do? -- The Context of Advanced Capitalism -- The Rise of Posthuman Philosophical Approaches -- Postqualitative Methodologies in Educational Research -- Entanglement and the Method of 'Intra-action' -- 'Common Worlds' and Multi-species Ethnographies -- Becoming-Frog -- Thinking Through Country -- Conclusion -- References -- Chapter 3: Alternative Paradigms for Sustainability: Decentring the Human Without Becoming Posthuman -- Introduction -- Of Children's Games and Serious Concerns -- The Problem with Posthumanism -- Problem One. The Term 'Posthuman' Gives the Impression that It Advocates a Time After-or Post-the Human -- Problem Two: Posthumanism Is Conceptually Confusing -- Problem Three: The Posthumanist Critique of Dualism Is Thin and Misdirected -- Problem Four: Some Posthumanists Anthropomorphise the Very World that They Treat as Beyond the Human.

Problem Five: Having Damned Dualism, the Posthumanists Themselves Use Unacknowledged Dualisms -- Problem Six: The Politics of Posthumanism Is Ungrounded -- The Trouble with the Triple Bottom Line -- Problem One: The Triple Bottom Line Approach Leaves Capitalism Basically Unchallenged -- Problem Two: The Triple Bottom Line Approach Re-centres the Economy -- Circles of Social Life -- Conclusion -- References -- Chapter 4: Cosmopolitics of Place: Towards Urban Multispecies Living in Precarious Times -- Introduction -- Re-imagining Place -- Why Multispecies? Why Cosmopolitics? -- Differences Within the Human Species -- The Humanised City -- Learning to Live with Others: Towards Multispecies Place-making -- Towards a Politics of Multispecies Presence -- Berlin Is Home to the Most Diverse Species of Any European Capital -- A Cosmopolitical Invitation -- References -- Part II: Re-configuring and Re-worlding -- Chapter 5: Romancing or Re-configuring Nature in the Anthropocene? Towards Common Worlding Pedagogies -- Introduction -- What Counts as Nature? -- For Whom and at What Cost? -- Towards Common World Pedagogies -- The Cosmopolitics of Kangaroo-Child Relations -- Conclusion -- References -- Chapter 6: A Precarious Body -- Ocean -- Conversation 1: The Practice of Being Human -- Welcome to the Era of the Anthropocene! -- Desert -- Conversation 2: What Really Matters? -- References -- Chapter 7: Bodyplacetime: Painting and Blogging 'Dirty, Messy' Humannatured Becomings -- Introduction -- Researching and Mothering -- Painting -- (Bodyplace)Blogging -- Humannatured Becoming -- Theoretically Disrupting Playfully -- Three Bodyplaceblogposts -- Bodyplacetime -- References -- Chapter 8: Tracing Notions of Sustainability in Urban Childhoods -- Introduction -- Tracing Childhoods in Urban Auckland -- A Childhood Studies Research Lens -- Childhoods, Forces, Matter.

Childhoods Connectedness -- Conclusion -- References -- Chapter 9: Beyond Sustainability: New Visions for Human Econnection in Early Childhood Education -- Introduction -- Theoretical Considerations -- Nature and Culture -- Nature/Cultures - Common Worlds -- Education in the Anthropocene -- Common Worlds -- Performativity, Arts, and Science -- Place: Individual and Community Identity -- Conclusion -- References -- Chapter 10: Transnational Knowledge Exchange: Connecting Knowledge Traditions for Sustainability of the Planet -- Introduction -- Internationalisation of Higher Education and Education for Sustainability -- Internationalisation of Higher Education -- Education for Sustainability -- New Imaginings to Connect Knowledge Traditions for Sustainability of the Planet -- Non-western Knowledge -- Trans-cultural, Transnational Knowledge Exchange, and Education for Sustainability -- Pedagogies for Transnational Knowledge Exchange, and Education for Sustainability -- Conclusion -- References -- Part III: Re-reading and Grappling -- Chapter 11: Ecological Posthumanist Theorising: Grappling with Child-Dog-Bodies -- Introduction -- Anthropocentric Predicament -- Ecological Posthumanism -- Child-Dog (Bodies) in La Paz -- Conclusion -- References -- Chapter 12: Connections, Compassion, and Co-healing: The Ecology of Relationships -- Human's Entangled Relationship with Nature -- What Is Outdoor Education? -- Outdoor Education and Sustainability Education -- Reinforcement of Positive Relationships -- Relationships and Family Therapy -- Changing Relationships Helps Change People's Narratives -- Conclusion -- References -- Chapter 13: Exploring 'Thing-Power' and the 'Spectre of Fear' on Schooling Subjectivities: A Critical Posthuman Analysis of LGBT Silencing -- Introduction.

Educational Documentation through a Posthumanism Lens: The Criticality of 'Thing-Power' -- Teacher-Becoming-Spectre-Becoming-Teacher -- Transforming the Spectre -- References -- Chapter 14: Re-Thinking Human-Plant Relations by Theorising Using Concepts of Biophilia and Animism in Workplaces -- Introduction -- Defining the Key Terms: Sustainability, Wellbeing, Biophilic Design and Productivity -- Project Background -- The Research on Nature Within the Built Environment -- Methodology -- Phase 4: Site Office Interviews 12 Months After Introduction of Plants -- Discussion -- High Performance Workplaces -- The Impact of 'Green' in Workplaces -- Aesthetic Appeal -- Emotional Bonding -- Change in Social Dynamics -- Conclusion -- References -- An Earlier Version of This Chapter Appears in -- Chapter 15: Deep Mapping Towards an Intercultural Sustainability Discourse -- Introduction -- Does the Sustainability Discourse Connect with the Decolonising Australian Discourse? -- Seeing More to Know More: The Powerful Role of Visual Images -- Arts-Based Inquiry: Confluence of Places and Knowledge -- Other Confluences: Rapid Urban Development in Melbourne and Expectations of Biodiversity -- Country in the Contact Zone -- Local Urban Places -- Sustainability Storylines in Summer 2014 -- Story 1: Heatwaves -- Story 2: Greening Narratives and Impacts on Cities -- The Value of Story to Think into Country -- Ecosystem Services: Values and Assumptions -- The United Nations Global Framework on Urban Biodiversity -- Conclusion: Deep Mapping for Sustainability -- References -- Part IV: Re-presenting and Re-presencing -- Chapter 16: Expanding Curriculum Pathways Between Education for Sustainability (EfS) and Health and Physical Education (HPE) -- Introduction -- Theoretical Approaches -- The Friendship Garden: Bringing Interconnectedness with Nature into Consideration.

'It Is a Beautiful Place': Increasing Attentiveness to the Enchanted Towards Expanding Curriculum Possibilities -- Conclusion -- References -- Chapter 17: Watery Configurations of Animals, Children, Pedagogies and Politics in a Suburban Wetland -- Introduction -- Love Your Lagoons -- Thinking Pedagogy Through the Posthuman -- Encountering Animals -- Swamphen -- Eel -- Turtle -- Conclusion -- References -- Chapter 18: The Ecological Curriculum: Teaching, Learning, Understanding -- Introduction -- Background -- My Story -- Aaron Williamson -- The Project -- Emerging Patterns -- Individual Understanding -- Social Meaning -- Environmental Action -- Conclusion -- References -- Chapter 19: Nurturing Female Outdoor Educators: A Call for Increased Diversity in Outdoor Education in Precarious Times -- Introduction -- A Global View of Teacher Education -- Outdoor Education and Sustainability Definitions -- Background of the Research Setting -- Alternative Perspectives to Challenge the Dominant Discourses in Outdoor Education -- Ecofeminism Perspective to Nurture Change and Retain Quality Teachers -- Vignette -- A Way to Nurture POETs and Classroom EfS Teachers in the Future -- A Way to Face Fear -- Conclusion -- References -- Chapter 20: Caretakers or Undertakers: How Can Education Support Humanity to Build a Sustainable Future? -- Introduction -- Where Does the Change Start? -- Case Study One -- Case Study Two -- Case Study Three -- Sustainability Leadership -- Conclusion -- References -- Chapter 21: Educating Beyond the Cultural and the Natural: (Re)Framing the Limits of the Possible in Environmental Education -- Becoming Rocked -- The Material Turn -- Shallow, Deep, Dark and Flat Environmental Education -- Mapping Haecceitical 'Selves': (Re)Framing the Limits of the Possible with Students -- The Middle -- References -- Author Index -- Subject Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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