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 ecologicaljustice in these times of the Anthropocene.

• Transdisciplinary Education
• Posthumanist Philosophies
• New Materialist Methodologies
• Material/Discursive Entanglements
• Materiality of Affect
• Saskatchewan Elementary School Curriculum
• Assemblages of Relations
• Lines of Flight and Rhizomic Orientations of Knowledge
• Mapping Practice of Cartographic and Diffractive Storytelling
• Figurations of a ‘Lady Backpacker’
• Multisensory Land Education Practices
• Affirmative Politics of Vulnerability
• Pedagogical Events and Relational Care Ethics
• Entangled and Differentiated ‘Becoming-withs’
• Sympoietic Arrangements of Relational Agency

• Front Matter
• Cluster One: Inspiring

Turning to Posthumanist Possibilities in Environmental Education

Environmental Education in These Times of the Anthropocene

• Cluster Two: Performing

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

• Cluster Three: Becoming
• Becoming (Partially) Posthumanist
• Back Matter

University of Manitoba, Winnipeg, Canada

Kathryn Riley

Book Title：(Re)Storying Human/Earth Relationships in Environmental Education

Book Subtitle：Becoming (Partially) Posthumanist

Authors：Kathryn Riley

DOI：https://doi.org/10.1007/978-981-99-2587-2

eBook Packages：Social Sciences, Social Sciences (R0)

Edition Number：1

Number of Pages：XVIII, 124

Number of Illustrations：23 illustrations in colour

Topics:Environmental and Sustainability Education, Science and Technology Studies, Educational Philosophy