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Sustainability education has typically centered the human-focusing on the changes and paradigm shifts needed to ensure a sustainable future for humans. Yet nonhuman beings, specifically plants and animals, are and have always been central to our lives, prompting wonder, curiosity, sensitivity and awe, as well as being important in their own right. In Multispecies Thinking in the Classroom and Beyond: Teaching for a Sustainable Future the contributors discuss the importance of seeking a more inclusive, more just, and ultimately a more hopeful future. They consider how everyday, entanglements with plants and animals can challenge us and expand our worldview. The contributors consider the importance of reciprocal relationships with plants and animals and provide practical strategies, approaches, and examples of how that looks in practice in all types of educational settings.
Religious Horror and the Ecogothic explores the intersections of Anglophone Christianity and the Ecogothic, a subgenre that explores the ecocritical in Gothic literature, film, and media. Acknowledging the impact of Christian ideologies upon interpretations of human relationships with the environment, the Ecogothic in turn interrogates spiritual identity and humanity’s darker impulses in relation to ecological systems. Through a survey of Ecogothic texts from the eighteenth century to the present day, this book illuminates the ways in which a Christianized understanding of hierarchy, dominion, fear, and sublimity shapes reactions to the environment and conceptions of humanity’s place therein. It interrogates the discourses which inform environmental policy, as well as definitions of the “human” in a rapidly changing world.
Ecocritical Menopause: Women, Literature, Environment, “The Change” is the first volume of its kind to bring together cross-sectional ecofeminist voices privileging women’s menopausal positionality within literary works. This collection reexamines menopause across the disciplinary fields of ecofeminism and ecocriticism as clearly the most neglected phase of the menstrual cycle and aims to develop a critical discourse in counterpoint to the persistent cultural and critical legacies that sustain underrating women in midlife. In highlighting selected literary representations of female being in transition, this volume includes: • Exploration of the core motifs mediating the fashioning of menopausal women, including biology, the body, body shaming, climacterium, hysteria, the crone/hag figure, femininity, gender, identity, reproduction, sexlessness and asexuality • Reexamination of histo-cultural biases that continue to perpetuate a devaluation of women after menopause, such as ageism, degeneration, loss of fertility and myths of essentialism, patriarchy and hegemony, social taboos, the medicalization of menopause, and cultural “menophobia” • Analysis of literature genres in which we find portraitures of peri/post/menopause subjectivity, such as autofiction, crime fiction, detective fiction, folktales, frame tale, fiction, mystery, poetry, short story, and the “whodonit.”
A new approach to writing culture has arrived: multispecies ethnography. Plants, animals, fungi, and microbes appear alongside humans in this singular book about natural and cultural history. Anthropologists have collaborated with artists and biological scientists to illuminate how diverse organisms are entangled in political, economic, and cultural systems. Contributions from influential writers and scholars, such as Dorion Sagan, Karen Barad, Donna Haraway, and Anna Lowenhaupt Tsing, are featured along with essays by emergent artists and cultural anthropologists. Delectable mushrooms flourishing in the aftermath of ecological disaster, microbial cultures enlivening the politics and value of food, and nascent life forms running wild in the age of biotechnology all figure in this curated collection of essays and artifacts. Recipes provide instructions on how to cook acorn mush, make cheese out of human milk, and enliven forests after they have been clear-cut. The Multispecies Salon investigates messianic dreams, environmental nightmares, and modest sites of biocultural hope. For additional materials see the companion website: www.multispecies-salon.org/ Contributors. Karen Barad, Caitlin Berrigan, Karin Bolender, Maria Brodine, Brandon Costelloe-Kuehn, David S. Edmunds, Christine Hamilton, Donna J. Haraway, Stefan Helmreich, Angela James, Lindsay Kelley, Eben Kirksey, Linda Noel, Heather Paxson, Nathan Rich, Anna Rodriguez, Dorion Sagan, Craig Schuetze, Nicholas Shapiro, Miriam Simun, Kim TallBear, Anna Lowenhaupt Tsing
Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.
In light of the dramatic growth and rapid institutionalization of human-animal studies in recent years, it is somewhat surprising that only a small number of publications have proposed practical and theoretical approaches to teaching in this inter- and transdisciplinary field. Featuring eleven original pedagogical interventions from the social sciences and the humanities as well as an epilogue from ecofeminist critic Greta Gaard, the present volume addresses this gap and responds to the demand by both educators and students for pedagogies appropriate for dealing with environmental crises. The theoretical and practical contributions collected here describe new ways of teaching human-animal studies in different educational settings and institutional contexts, suggesting how learners – equipped with key concepts such as agency or relationality – can develop empathy and ethical regard for the more-than-human world and especially nonhuman animals. As the contributors to this volume show, these cognitive and affective goals can be achieved in many curricula in secondary and tertiary education. By providing learners with the tools to challenge human exceptionalism in its various guises and related patterns of domination and exploitation in and outside the classroom, these interventions also contribute to a much-needed transformation not only of today's educational systems but of society as a whole. This volume is an invitation to beginners and experienced instructors alike, an invitation to (re)consider how we teach human-animal studies and how we could and should prepare learners for an uncertain future in, ideally, a more egalitarian and just multispecies world. With contributions by Roman Bartosch, Liza B. Bauer, Alexandra Böhm, Micha Gerrit Philipp Edlich, Greta Gaard, Björn Hayer, Andreas Hübner, Michaela Keck, Maria Moss, Jobst Paul, Mieke Roscher, Pamela Steen, and Nils Steffensen.
This book is highly original and distinctive through its focus on posthuman, socioecological learning as an arts-based thought experimentation .
This book is an exploration of how children, educators, and things become implicated in gendered caring practices. Drawing on a collaborative research study with early childhood educators and young children, the author examines what an engagement with human-and non-human relationality does to complicate conversations about gender and care. By employing a feminist material analysis of early childhood education, this book rethinks dominant Euro-Western individualist pedagogies in order to reposition them within a relationality framework. The analysis illuminates the political and ethical embeddedness of early childhood education and the understanding that gendering and caring emerge with/in a complex web of many relations.
Rivers host vibrant multispecies communities in their waters and along their banks, and, according to queer-trans-feminist river scientist Cleo Wölfle Hazard, their future vitality requires centering the values of justice, sovereignty, and dynamism. At the intersection of river sciences, queer and trans theory, and environmental justice, Underflows explores river cultures and politics at five sites of water conflict and restoration in California, Oregon, and Washington. Incorporating work with salmon, beaver, and floodplain recovery projects, Wölfle Hazard weaves narratives about innovative field research practices with an affectively oriented queer and trans focus on love and grief for rivers and fish. Drawing on the idea of underflows—the parts of a river’s flow that can’t be seen, the underground currents that seep through soil or rise from aquifers through cracks in bedrock—Wölfle Hazard elucidates the underflows in river cultures, sciences, and politics where Native nations and marginalized communities fight to protect rivers. The result is a deeply moving account of why rivers matter for queer and trans life, offering critical insights that point to innovative ways of doing science that disrupt settler colonialism and new visions for justice in river governance.
Human degradation of the environment has been documented by scholars across a range of disciplines: the global temperature of the planet continues to rise, abandoned industrial sites stain once vibrant communities, and questions about the purity of our water and foods linger. In the shadow of these material conditions, concerned citizens have reacted by issuing critiques against careless consumerism and excessive lifestyles. Their hope is to illustrate and inspire alternative ways of living. As part of such efforts and activism, some have turned to performance as a means to investigate matters further, pose challenges and questions, and enact new ways of being and thinking in a globalized world. Performance on Behalf of the Environment is a collection of essays from a diverse group of scholars that explore critically the strengths, limitations, and processes of what can be termed environmental performances.