| Description |
1 online resource (305 pages) |
| Contents |
Intro; Foreword; Acknowledgments; Contents; Contributors; List of Figures; List of Tables; 1: Touchstones for Deterritorializing the Socioecological Learner; Clearing the Socioecological Ground; De-imagining the Socioecological; Touchstone 1: Anthropocene; Touchstone 2: Posthumanism; Touchstone 3: Common Worlds; Creative Milieux; Conclusion; References; 2: Posthumanist Learning: Nature as Event; Learning and Childhood; Nature as Event: Putting Posthumanist Learning Concepts to Work; De-centring or Deterritorializing the Human; Interview with a Tree: De-centring or Deterritorializing the Human |
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De-bifurcation of NatureThe Creatures in the Lake: The De-bifurcation of Nature; Entanglements with the More-Than-Human; Learning with Kosi the Pedadog: Entanglements with the More-Than-Human; Attuning with the Affective, Material and Unknown; The Entity of a River: Attuning with the Affective, Material and Unknown; Conclusion; References; 3: The Socioecological (Un)learner: Unlearning Binary Oppositions and the Wicked Problems of the Anthropocene; Introduction; Learning in the Anthropocene; Unlearning in the Anthropocene; Monistic Dualism and the Anthropocene |
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A Heuristic Model for Unlearning Binary OppositionsUnlearning the Socioecological Dualisms of the Anthropocene; Contiguity; Relationality; Contextuality; Conclusion; References; 4: The Risky Socioecological Learner; Overview of the Chapter; Introduction; The Rise of the Risk-Averse Culture; Risk Aversion in Education; Causes of Risk Aversion in Education; Neoliberal Governance Structures in Education; Teachers as a Risk-Averse Cohort; Consequences of Risk Aversion in Education; Disembodied Learning; Disempowered Students; Vignettes: Risk Aversion and Negative Educational Outcomes |
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Vignette 1: JudithVignette 2: Angela; Where to from Here with Risk?; What Can Be Gained from an Expanded Concept of Risk in Education?; References; 5: "It is not a question of either/or, but of 'and ... and'": The Socioecological Learner as Learner-Teacher-Researcher; Introduction; Learner as Teacher; Learner as Researcher; Formalising the Socioecological Learner as Expert: "Toward Young Children as Active Researchers"; From 'Socio-' and '-Ecological' to 'Socioecological': From 'Learner' and 'Teacher' and 'Researcher' to 'Learner-Teacher-Researcher'; References |
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6: The Socioecological Learner in Big History: Post-Anthropocene ImageriesIntroduction; Placing the Scientific Origin Story in Education and Socioecological Learning; Antidisciplinary Approach and Big History; Whole Systems Thinking and Worldviews in Big History; Agency and Possibility of Transformative Thinking in Big History; Research Methodology; Post-Anthropocene Imaginaries; Imaginaries One: Big History Is More-Than-Human; Imaginaries Two: Big History Metanarratives; Imaginaries Three: Antidisciplinary Learning Through Big History |
| Notes |
Imaginaries Four: Whole-Systems and Worldviews in Big History |
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Print version record |
| Subject |
Environmental sociology.
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Environmental sociology.
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| Form |
Electronic book
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| Author |
Lasczik, Alexandra
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Wilks, Judith
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Logan, Marianne
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Turner, Angela
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Boyd, Wendy
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| ISBN |
9783030122126 |
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3030122123 |
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