The neganthropocene. (D. Ross, Trans.). Open Humanities Press. Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability.
This book explores new pedagogical challenges and potentials of the Anthropocene era.
Author: Michael Paulsen
Publisher: Palgrave Macmillan
This book explores new pedagogical challenges and potentials of the Anthropocene era. The authors argue that this new epoch, with an unstable climate, new kinds of globally spreading viruses, and new knowledges, calls for a new way of educating and an alertness to new philosophies of education and pedagogical imaginations, thoughts, and practices. Addressing the linkages between the Anthropocene and Pedagogy across a broad pedagogical spectrum that is both formal and informal, the editors and their contributors emphasize a re-imagining of education that serves to deepen our understanding of the capacities and values of life.
Author: Jonas Andreasen LysgaardPublish On: 2019-06-28
This unflinching book will appeal to students and scholars of dark pedagogies as well as those interested in environment and sustainability education.
Author: Jonas Andreasen Lysgaard
Dark pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education. Drawing on the work of the classic horror author H.P. Lovecraft and new materialist insights of speculative realism, the authors link Lovecraft’s ‘tales of the horrible’ to the current spectres of environmental degradation, climate change, and pollution. In doing so, they draw parallels between how humans have always related to the ‘horrible’ things that are scaled beyond our understanding and how education can respond to an era of climate catastrophe in the age of the Anthropocene. A new and darker understanding of environmental and sustainability education is thus developed: using the tripartite reaction pattern of denial, insanity and death to frame the narrative, the book subsequently examines the specific challenges of potentials of developing education and pedagogy for an age of mass extinction. This unflinching book will appeal to students and scholars of dark pedagogies as well as those interested in environment and sustainability education.
Paulo Freire's (1992) Pedagogy of Hope comes to mind as I reflect on what this means for science education: “What can ... Authors in Reimagining Science Education in the Anthropocene take on these nuances and complexities of science and ...
Author: Maria F. G. Wallace
Publisher: Springer Nature
This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science educationthe way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratoriesis ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity. Maria F.G. Wallace is Assistant Professor at the University of Southern Mississippi, USA. Jesse Bazzul is Associate Professor of Science and Environmental Education at the University of Regina, Canada. Marc Higgins is Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Educations Aboriginal Teacher Education Program (ATEP). Sara Tolbert is Associate Professor of Science and Environmental Education at Te Whare Wananga o Waitaha University of Canterbury, Aotearoa New Zealand.
I connect the Anthropocene to glitch, calling it glitch-Anthropocene, to indicate the failing of a popular understanding of the Anthropocene as a form of effective public pedagogy. Specifically, the version of Anthropocene as warning ...
Author: jan jagodzinski
This volume weaves together a variety of perspectives aimed at confronting a spectrum of ethico-political global challenges arising in the Anthropocene which affect the future of life on planet earth. In this book, the authors offer a multi-faceted approach to address the consequences of its imaginary and projective directions. The chapters span the disciplines of political economy, cybernetics, environmentalism, bio-science, psychoanalysis, bioacoustics, documentary film, installation art, geoperformativity, and glitch aesthetics. The first section attempts to flesh out new aspects of current debates. Questions over the Capitaloscene are explored via conflations of class and climate, revisiting the eco-Marxist analysis of capitalism, and the financial system that thrives on debt. The second section explores the imaginary narratives that raise questions regarding non-human involvement. The third section addresses ’geoartisty,’ the counter artistic responses to the speculariztion of climate disasters, questioning eco-documentaries, and what a post-anthropocentric art might look like. The last section addresses the pedagogical response to the Anthropocene.
Author: Carrillo, Francisco J.Publish On: 2021-11-09
A Pedagogy for the Anthropocene is not independent from the narrative from the hard sciences providing the empirical basis to document the climate emergency. The integration of empirical knowledge and the communication exercise in ...
Author: Carrillo, Francisco J.
Publisher: Edward Elgar Publishing
Category: Political Science
With human-induced environmental impacts disrupting human life in deeper ways and at a wider scale than anything previously experienced, this multidisciplinary book looks at the ways that current knowledge bases seem inadequate to help us deal with such realities. It offers a critical appraisal of the current knowledge infrastructure, including science, technology, innovation, education and informal knowledge systems.
(2018) Interrogating the Anthropocene: Ecology, Aesthetics, Pedagogy, and the Future in Question. Cham: Palgrave Macmillan and Springer. Keys, P.W. et al. (2019) Anthropocene risk. Nature Sustainability 2: 667–673.
Author: Leslie Sklair
Category: Business & Economics
This book offers the first systematic study of how the ‘Anthropocene’ is reported in mass media globally, drawing parallels between the use (or misuse) of the term and the media’s attitude towards the associated issues of climate change and global warming. Identifying the potential dangers of the Anthropocene provides a useful path into a variety of issues that are often ignored, misrepresented, or sidelined by the media. These dangers are widely discussed in the social sciences, environmental humanities, and creative arts, and this book includes chapters on how the contributions of these disciplines are reported by the media. Our results suggest that the natural science and mass media establishments, and the business and political interests which underpin them, tend to lean towards optimistic reassurance (the ‘good’ Anthropocene), rather than pessimistic alarmist stories, in reporting the Anthropocene. In this volume, contributors explore how dangerous this ‘neutralizing’ of the Anthropocene is in undermining serious global action in the face of the potential existential risks confronting humanity. The book presents results from media in more than 100 countries in all major languages across the globe. It covers the reporting of key environmental issues, such as the impact of climate change and global warming on oceans, forests, soil, biodiversity, and the biosphere. We offer explanations for differences and similarities in how the media report the Anthropocene in different regions of the world. In doing so, the book argues that, though it is still controversial, the idea of the Anthropocene helps to concentrate minds and behaviour in confronting ongoing ecological (and Coronavirus) crises. The Anthropocene in Global Media will be of interest to students and scholars of environmental studies, media and communication studies, and the environmental humanities, and all those who are concerned about the survival of humans on planet Earth.
Pedagogy in this context is akin to the Aboriginal Australian 'walkabout', which is a ritual designed for members of the community to experience 'Country', and which is a deep, ancestral connection with the land (Cole and Somerville ...
Author: David R. Cole
This book puts forward a radical, unorthodox thesis with respect to the Anthropocene, the philosophy of Deleuze/Guattari and education. This book analyses the Anthropocene for its unconscious drives and develops a parallel mode of education and social change.
Author: Esther PriyadharshiniPublish On: 2021-11-25
This book draws on posthumanist critique and post qualitative approaches to research to examine the pedagogies offered by imaginaries of the future.
Author: Esther Priyadharshini
Publisher: Springer Nature
This 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 as a 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.
rise, and hopes fall: have we even started thinking about education in a time of mass death and wondered about the kind of “future skills” needed to live on a heating planet and in the Anthropocene? Appropriate answers and pedagogical ...
Author: Roman Bartosch
This book introduces the notion of "educational ecology" as a necessary and promising pedagogic principle for the teaching of Anglophone literatures and cultures in a time of climate change. Drawing on scholarship in the environmental humanities and practice-oriented research in education and literature pedagogy, chapters address the challenges of climate change and the demand for sustainability and environmental pedagogy from the specific perspective of literary and cultural studies and education, arguing that these perspectives constitute a crucial element of the transdisciplinary effort of "cultivating sustainability." The notion of an "educational ecology" takes full advantage of the necessarily dialogic and co-constitutive nature of sustainability-related pedagogical philosophy and practice while it retains the subject-specific focus of research and education in the humanities, centring on and excelling in critical thinking, perspective diversity, language and discourse awareness, and the literary and cultural constructions of meaning. This book will be of great interest to academics, researchers and post-graduate students in the fields of language, literature and culture pedagogy, as well as transdisciplinary researchers in the environmental humanities.