Pedagogical Encounters in the Post-Anthropocene, Volume 1:Childhood, Environment, Indigeneity (Palgrave Studies in Educational Futures)

by: jan jagodzinski (Author)

Publisher: Palgrave Macmillan
Edition:2024th

Publication Date: 27 April 2024

Language: English

Print Length: 291 pages

ISBN-10: 3031548485

ISBN-13: 9783031548482

Book Description

This volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene:childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the conces that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he tus to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times.
This volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene:childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the conces that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he tus to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times.