From places to paths: learning for sustainability, teacher education and a philosophy of becoming

Article English OPEN
Clarke, David A.G. ; Mcphie, Jamie (2016)

The purpose of this paper is to explore what thinking with a philosophy of ‘becoming’ might produce in terms of conceptualising Learning for Sustainability (LfS), a recent development in Scottish educational policy. The paper posits that animism and the immanent materiality of a philosophy of becoming have important ramifications for contemporary approaches to sustainability education. ‘Becoming’ is described and its relationship to prevailing ‘systemic’ approaches to sustainability education explained. LfS is then described and conceptualised with a philosophy of becoming by examining its implications for Education for Global Citizenship and Outdoor Learning. The concepts of communication as expression; the subject undone (as haecceity); the distinction of ‘nature’ as ‘other’; and the centrality of a storied world are discussed as important elements of LfS becoming. Lastly, teaching materials and interviews with two initial teacher educators help create a rhizomatic assemblage of teacher education practice and LfS as becoming. This assemblage creates lines of flight for considering practice, including making explicit the expressivity of communication in course descriptor/teaching/learning relationships; highlighting the place/becoming assemblages of ‘indoor’ and ‘outdoor’ learning environments; and storying the world with learners through haecceity description/experimentation.
  • References (27)
    27 references, page 1 of 3

    Angus, T., Cook, I., and Evans, J. 2001. “A manifesto for cyborg pedagogy?.” International Research in Geographical and Environmental Education 10 (2): 195- 201.

    Barad, K. 2003. “Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter.” Signs: Journal of Women in Culture and Society 28 (3): pp. 802- 831.

    Bird-David, N. 1999. ““Animism” Revisited: Personhood, Environment, and Relational Epistemology 1.” Current Anthropology 40 (S1): S67-S91.

    Bonnett, M. 2015. “The powers that be: Environmental education and the transcendent.” Policy Futures in Education 0 (0): 1-15. doi: 10.1177/1478210314566730

    Boon, H., and Wilson, K. 2011. “Pre-service teachers' preparedness for sustainability education-a case study.” In Proceedings of 2010 Australian Teacher Education Association National Conference in: Teacher Education for a Sustainable Future edited by the Australian Teacher Education Association, 1-12.

    Boubonari, T., Markos, A., and Kevrekidis, T. 2013. “Greek pre-service teachers' knowledge, attitudes, and environmental behavior toward marine pollution.” The Journal of Environmental Education 44 (4): 232-251.

    Bowles, S. N. 2012. “Deconstructing disability and (special) education: A rhizoanalysis.” PhD diss., University of Georgia.

    Breeze, R. 2013. “Critical discourse analysis and its critics.” Pragmatics 21 (4): 493-525.

    Descola, P. 2013. “Beyond nature and culture.” Chap. 6 In The Handbook of Contemporary Animism, edited by G Harvey. Oxford, UK: Routledge.

    Doel, M. A. 2000. “Un-glunking geography: spatial science after Dr Suess and Gilles Deleuze.” In Thinking Space, edited by M Crang and N Thrift. London, UK: Routledge.

  • Related Research Results (1)
  • Metrics
    0
    views in OpenAIRE
    0
    views in local repository
    178
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Insight - IRUS-UK 0 178
Share - Bookmark