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Posthuman research playspaces: Climate child imaginaries addresses
the need for new forms of climate change education that are
responsive to the rapidly changing material conditions of
children's socioecological worlds. The book provides a
comprehensive understanding of how posthumanist concepts and
methods can be creatively developed and deployed in collaboration
with children and young people. It connects climate change
education with posthumanist studies of childhood in the social
sciences and environmental humanities. It also offers opportunities
for readers to encounter new theoretical and methodological
approaches for collaborative art, inquiry, and learning with
children. Drawing on three years of participatory research
undertaken with 135 children in the Climate Change and Me (CC+Me)
project, it takes children's creative and affective responses to
climate change as the starting point for the co-production of
knowledge, community engagement, and the transformation of pedagogy
and curriculum in schools. Thinking through process philosophy, and
in particular, the works of Whitehead and Deleuze, the book
develops new concepts and methods of creative inquiry which situate
children's learning, aesthetic production, and theory-building
within a more-than-human ecology of experience. The book presents a
series of generative openings and propositions for future research
in the field of climate change education, while also offering
wide-ranging applications for graduate students and researchers in
childhood and youth studies, the environmental arts and humanities,
cultural studies of science and technology, educational philosophy,
and environmental education.
Posthuman research playspaces: Climate child imaginaries addresses
the need for new forms of climate change education that are
responsive to the rapidly changing material conditions of
children's socioecological worlds. The book provides a
comprehensive understanding of how posthumanist concepts and
methods can be creatively developed and deployed in collaboration
with children and young people. It connects climate change
education with posthumanist studies of childhood in the social
sciences and environmental humanities. It also offers opportunities
for readers to encounter new theoretical and methodological
approaches for collaborative art, inquiry, and learning with
children. Drawing on three years of participatory research
undertaken with 135 children in the Climate Change and Me (CC+Me)
project, it takes children's creative and affective responses to
climate change as the starting point for the co-production of
knowledge, community engagement, and the transformation of pedagogy
and curriculum in schools. Thinking through process philosophy, and
in particular, the works of Whitehead and Deleuze, the book
develops new concepts and methods of creative inquiry which situate
children's learning, aesthetic production, and theory-building
within a more-than-human ecology of experience. The book presents a
series of generative openings and propositions for future research
in the field of climate change education, while also offering
wide-ranging applications for graduate students and researchers in
childhood and youth studies, the environmental arts and humanities,
cultural studies of science and technology, educational philosophy,
and environmental education.
This book is a transdisciplinary, international collection
situated within a genealogy of experimental walking practices
in the arts, arts-based research, and emergent walking practices in
education. It brings together emerging cartographies of relation
amongst walking practices ranging across arts-based, ecological,
activist, decolonising, queer, critical and posthuman modes of
inquiry. Its particular investment is in the proliferation of
artful modes of inquiry that open up speculative practices and
concepts of walking as an orientation for pedagogy, inquiry, and
the everyday, resisting the gaze of privilege and the relentless
commodification of human and nonhuman life processes. This is
important work for the burgeoning demand for creative methodologies
in the social sciences, and more specifically, for arts-based
educational research.
This book focuses on socioecological learning through the
touchstone concepts of the Anthropocene, the Posthuman and Common
Worlds as Creative Milieux. The editors and contributors explore,
situate and interrogate social learning through transdisciplinary
positionings, exemplars and theories. The eclectic and cohesive
chapters unfold as a journey that may inspire innovative and unique
understandings of the socioecological learner: insights that will
surely be paramount as we careen towards the 22nd century and all
of its as-yet-unknown challenges. Offering tangible and nuanced
practice for educational leadership in socioecological learning,
this pioneering book will be of interest and value to researchers
and educators at all levels. This volume is sure to appeal to
students and scholars of socioecological learning as well as the
Anthropocene and the Posthuman.
This book focuses on critical walking and mapping practices through
the research methodology of a/r/tography. Initially establishing
seven global sites for employing movement-based research practices
within culturally conceived a/r/tographic perspectives, the book
builds upon and extends an international community of practice. The
editors and contributors apply public pedagogy through
a/r/tographic and critical walking inquiry, and explore how these
forms may be engaged, understood and expanded globally. The
chapters examine how a/r/tography and walking inquiry can be
practiced, theorised, experienced, extended and conceptualised. The
cartographic perspectives, theoretical positions and conceptual
investigations included in this collection respond to the
fundamental contemporary need for new and fresh models of teaching,
learning and scholarship regarding global and local educational and
social challenges. They offer tangible, aesthetic and rigorous
examples for researchers, educators, community practitioners and
research students to engage with a/r/tography and critical walking
inquiry.
This book focuses on socioecological learning through the
touchstone concepts of the Anthropocene, the Posthuman and Common
Worlds as Creative Milieux. The editors and contributors explore,
situate and interrogate social learning through transdisciplinary
positionings, exemplars and theories. The eclectic and cohesive
chapters unfold as a journey that may inspire innovative and unique
understandings of the socioecological learner: insights that will
surely be paramount as we careen towards the 22nd century and all
of its as-yet-unknown challenges. Offering tangible and nuanced
practice for educational leadership in socioecological learning,
this pioneering book will be of interest and value to researchers
and educators at all levels. This volume is sure to appeal to
students and scholars of socioecological learning as well as the
Anthropocene and the Posthuman.
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