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Practising Immanence: Living with Theory and Environmental
Education makes creative contributions to both qualitative inquiry
and environmental education by exploring how each of these ideas
seep and fuse into one another; creating a space where methodology
becomes pedagogy, and where each of these is already always
environmental: indivisible with life. Clarke’s energising and
innovative approach offers a challenge to conventional research
practices and shows ways in which inquiry can be done differently.
Drawing on new materialisms, affect theory, and the practical
philosophy of Gilles Deleuze and Felix Guattari, the book details
the PhD journey of the author, merging stories and theory (and
stories of theory) in the production of eight ‘haecceities’ —
a philosophical concept which prioritises the thisness of a thing
or event. This move allows a novel methodological approach whereby
the haecceities act as sites of variation on the events of the
book: the self as unstable and posthuman; the environment as
everything (immanent) rather than as an overly romantic or a green
version of nature; and the tensions that these moves create for
ethical orientations in education, inquiry, and life in the
Anthropocene. Practising Immanence brings theory to life through a
diffractively critical style, and a unique approach to
environmental pedagogic practice. This radical and vitalising book
will be of interest to those inspired to explore environmental
problems and inquiry with each other; and to those drawn to
creative-relational, narrative, embodied, and post-qualitative
approaches to research.
Developed from a short course taught at Leeds University, this book
covers methods of monitoring emissions of air pollutants from
stationary sources. It surveys the techniques and points out their
advantages and disadvantages.
Practising Immanence: Living with Theory and Environmental
Education makes creative contributions to both qualitative inquiry
and environmental education by exploring how each of these ideas
seep and fuse into one another; creating a space where methodology
becomes pedagogy, and where each of these is already always
environmental: indivisible with life. Clarke’s energising and
innovative approach offers a challenge to conventional research
practices and shows ways in which inquiry can be done differently.
Drawing on new materialisms, affect theory, and the practical
philosophy of Gilles Deleuze and Felix Guattari, the book details
the PhD journey of the author, merging stories and theory (and
stories of theory) in the production of eight ‘haecceities’ —
a philosophical concept which prioritises the thisness of a thing
or event. This move allows a novel methodological approach whereby
the haecceities act as sites of variation on the events of the
book: the self as unstable and posthuman; the environment as
everything (immanent) rather than as an overly romantic or a green
version of nature; and the tensions that these moves create for
ethical orientations in education, inquiry, and life in the
Anthropocene. Practising Immanence brings theory to life through a
diffractively critical style, and a unique approach to
environmental pedagogic practice. This radical and vitalising book
will be of interest to those inspired to explore environmental
problems and inquiry with each other; and to those drawn to
creative-relational, narrative, embodied, and post-qualitative
approaches to research.
‘New materialisms’ refers to a broad, contemporary, and
significant movement of thought across the social sciences and
cultural studies which attempts to (re)turn to, renew, or create
alternative philosophies of matter. Such philosophies spring from
multiple sources but are in general an attempt to bring the
indissolubility of the social and environmental more forcefully
into our analytical frames and modes of inquiry and tackle a
perceived over-reliance on discourse and language in the so-called
post-modern era of philosophy and social science. This movement in
thought is underlaid by, and meets up with, the climate and
biodiversity crises and the nature of the human condition (and
modes of learning or becoming), within the field of environmental
education. This volume brings together academics working at
differing intersections of environmental education and new
materialisms, highlighting tensions, knots, and lines of flight
across and for research, practice, and theory. As such this
collection draws on multiple interpretations and streams of thought
within new materialisms and demonstrates their significance for
those engaging with environmental education policy, practice and
research. This book was originally published as a special issue of
the journal Environmental Education Research.
Developed from a short course taught at Leeds University, this book
covers methods of monitoring emissions of air pollutants from
stationary sources. It surveys the techniques and points out their
advantages and disadvantages.
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