Problematizing the aims of education in the Anthropocene, this text illustrates the value of relational psychoanalytic theory in the study and practice of education amidst the climate crisis. Illustrating how dominant educational theory fails to acknowledge climate precarity and the consequences of living beyond the Earth’s carrying capacity, Ecosophy and Educational Research for the Anthropocene calls for a reorientation of scholarship to decentre the human subject. The author discusses the evolution of intersubjective psychoanalysis to make a case for a turn to relational and psychoanalytically informed educational research. Chapters foreground areas for educational researchers to consider in pursuing intersubjective inquiries into the affective dimensions of curriculum and pedagogy to foster an emergence of eco-attunement and ecosophical educational research (EER). By framing an ecosophical approach, this book enables educational leaders, researchers and educators to fulfil their responsibility to engage in educational praxis which is contextually responsive, relationally attuned and recognizant that we cannot be studied apart from our connections to the planet.

This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth's decreasing habitability.Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors' discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis. The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow's teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators. FEATURES: Offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K-12, post-secondary, and more Includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education Features discussion prompts in each chapter to enhance student engagement with the material

Problematizing the aims of education in the Anthropocene, this text illustrates the value of relational psychoanalytic theory in the study and practice of education amidst the climate crisis. Illustrating how dominant educational theory fails to acknowledge climate precarity and the consequences of living beyond the Earth's carrying capacity, Ecosophy and Educational Research for the Anthropocene calls for a reorientation of scholarship to decentre the human subject. The author discusses the evolution of intersubjective psychoanalysis to make a case for a turn to relational and psychoanalytically informed educational research. Chapters foreground areas for educational researchers to consider in pursuing intersubjective inquiries into the affective dimensions of curriculum and pedagogy to foster an emergence of eco-attunement and ecosophical educational research (EER). By framing an ecosophical approach, this book enables educational leaders, researchers and educators to fulfil their responsibility to engage in educational praxis which is contextually responsive, relationally attuned and recognizant that we cannot be studied apart from our connections to the planet.