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Following lines in the landscape: Playing with a posthuman pedagogy in outdoor environmental education
Jukes, S and Stewart, A and Morse, M, Following lines in the landscape: Playing with a posthuman pedagogy in outdoor environmental education, Australian Journal of Environmental Education, 38 pp. 345-360. ISSN 0814-0626 (2022) [Refereed Article]
© The Author(s), 2021. Published by Cambridge University Press.
Situated within a series of river journeys, this inquiry considers the role of material landscape in shaping learning possibilities and explores practices of reading landscapes diffractively. We consider ways we might pay attention to the ever-changing flux of places while experimenting with posthuman pedagogical praxis. Methodologically, we embrace the post-qualitative provocation to do research differently by enacting a new empiricism that does not ground the inquiry in a paradigmatic structure. In doing so, we rethink conventional notions of method and data as we create a series of short videos from footage recorded during canoeing journeys with tertiary outdoor environmental education students. These videos, along with a student poem, form the empirical materials in this project. Video allows us to closely analyse more-than-human entanglements, contemplating the diverse ways we can participate with and read landscapes in these contexts. We aim to provoke diffractive thought and elicit affective dimensions of material encounters, rather than offer representational findings. This project intends to open possibilities for post-qualitative research, inspired by posthuman and new materialist orientations.
|Item Type:||Refereed Article|
|Keywords:||outdoor environmental education, posthuman, landscape, more-than-human, journey, new materialism|
|Research Group:||Curriculum and pedagogy|
|Research Field:||Curriculum and pedagogy theory and development|
|Objective Division:||Education and Training|
|Objective Group:||Teaching and curriculum|
|UTAS Author:||Morse, M (Dr Marcus Morse)|
|Web of Science® Times Cited:||6|
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