語系:
繁體中文
English
說明(常見問題)
圖資館首頁
登入
回首頁
到查詢結果
[ author_sort:"riley, kathryn." ]
切換:
標籤
|
MARC模式
|
ISBD
(Re)storying human/Earth relationships in environmental educationbecoming (partially) posthumanist /
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
(Re)storying human/Earth relationships in environmental educationby Kathryn Riley.
其他題名:
becoming (partially) posthumanist /
作者:
Riley, Kathryn.
出版者:
Singapore :Springer Nature Singapore :2023.
面頁冊數:
xviii, 124 p. :ill., digital ;24 cm.
Contained By:
Springer Nature eBook
標題:
Environmental education.
電子資源:
https://doi.org/10.1007/978-981-99-2587-2
ISBN:
9789819925872$q(electronic bk.)
(Re)storying human/Earth relationships in environmental educationbecoming (partially) posthumanist /
Riley, Kathryn.
(Re)storying human/Earth relationships in environmental education
becoming (partially) posthumanist /[electronic resource] :by Kathryn Riley. - Singapore :Springer Nature Singapore :2023. - xviii, 124 p. :ill., digital ;24 cm. - Children: global posthumanist perspectives and materialist theories,2523-3416. - Children: global posthumanist perspectives and materialist theories..
Environmental 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.
This 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.
ISBN: 9789819925872$q(electronic bk.)
Standard No.: 10.1007/978-981-99-2587-2doiSubjects--Topical Terms:
274573
Environmental education.
LC Class. No.: GE70 / .R55 2023
Dewey Class. No.: 333.7071
(Re)storying human/Earth relationships in environmental educationbecoming (partially) posthumanist /
LDR
:03588nmm a2200361 a 4500
001
647272
003
DE-He213
005
20230621190324.0
006
m d
007
cr nn 008maaau
008
240116s2023 si s 0 eng d
020
$a
9789819925872$q(electronic bk.)
020
$a
9789819925865$q(paper)
024
7
$a
10.1007/978-981-99-2587-2
$2
doi
035
$a
978-981-99-2587-2
040
$a
GP
$c
GP
041
0
$a
eng
050
4
$a
GE70
$b
.R55 2023
072
7
$a
JN
$2
bicssc
072
7
$a
RN
$2
bicssc
072
7
$a
EDU000000
$2
bisacsh
072
7
$a
JN
$2
thema
072
7
$a
RN
$2
thema
082
0 4
$a
333.7071
$2
23
090
$a
GE70
$b
.R573 2023
100
1
$a
Riley, Kathryn.
$3
956569
245
1 0
$a
(Re)storying human/Earth relationships in environmental education
$h
[electronic resource] :
$b
becoming (partially) posthumanist /
$c
by Kathryn Riley.
260
$a
Singapore :
$b
Springer Nature Singapore :
$b
Imprint: Springer,
$c
2023.
300
$a
xviii, 124 p. :
$b
ill., digital ;
$c
24 cm.
490
1
$a
Children: global posthumanist perspectives and materialist theories,
$x
2523-3416
505
0
$a
Environmental 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.
520
$a
This 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.
650
0
$a
Environmental education.
$3
274573
650
1 4
$a
Environmental and Sustainability Education.
$3
787389
650
2 4
$a
Posthumanism.
$3
905464
650
2 4
$a
Educational Philosophy.
$3
274754
710
2
$a
SpringerLink (Online service)
$3
273601
773
0
$t
Springer Nature eBook
830
0
$a
Children: global posthumanist perspectives and materialist theories.
$3
838515
856
4 0
$u
https://doi.org/10.1007/978-981-99-2587-2
950
$a
Social Sciences (SpringerNature-41176)
筆 0 讀者評論
多媒體
多媒體檔案
https://doi.org/10.1007/978-981-99-2587-2
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼
登入