University of Tasmania
Browse

File(s) not publicly available

Why Wild Pedagogies?

chapter
posted on 2023-05-22, 20:27 authored by Hebrides, I, Affifi, R, Blenkinsop, S, Gelter, H, Gilbert, D, Irwin, R, Jensen, A, Jickling, B, Cockett, PK, Marcus MorseMarcus Morse, Sitka-Sage, MD, Sterling, S, Timmerman, N, Welz, A
Given the sense of ecological urgency that increasingly defines our times, this chapter seeks to look beyond current norms and worldviews that are environmentally problematic. With this thinking in mind, wild pedagogies, first, aims to re-examine relationships with places, landscapes, nature, more-than-human beings, and the wild. This requires rethinking the concepts wilderness, wildness, and freedom. Second, this chapter contends that educators need to trouble the dominant versions of education that are enacted in powerful ways and that bend outcomes towards a human-centred and unecological status quo. With this in mind, wild pedagogies seeks to challenge recent trends towards increased control over pedagogy and education, and how this control is constraining and domesticating educators, teachers, and the curriculum. Finally, given that the dominant current human relationship with Earth cannot be sustained, we posit that any critique suggested must be paired with a vision - and corresponding educational tools - that allows for the possibility of enacting a new relationship.

History

Publication title

Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene

Editors

B Jickling, S Blenkinsop, N Timmerman, and MDD Sitka-Sage

Pagination

1-22

ISBN

9783319901763

Department/School

Faculty of Education

Publisher

Palgrave Macmillan, Cham

Place of publication

Switzerland

Extent

6

Repository Status

  • Restricted

Socio-economic Objectives

Secondary education; Pedagogy; Environmental education and awareness

Usage metrics

    University Of Tasmania

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC