Openly accessible

'Attuning-with', affect, and assemblages of relations in a transdisciplinary environmental education

Riley, Kathryn and White, Peta 2019, 'Attuning-with', affect, and assemblages of relations in a transdisciplinary environmental education, Australian journal of environmental education, vol. 35, no. 3, pp. 262-272, doi: 10.1017/aee.2019.30.

Attached Files
Name Description MIMEType Size Downloads
riley-attuningwith-post-2019.pdf Accepted version application/pdf 271.81KB 11

Title 'Attuning-with', affect, and assemblages of relations in a transdisciplinary environmental education
Author(s) Riley, KathrynORCID iD for Riley, Kathryn orcid.org/0000-0001-7555-9237
White, PetaORCID iD for White, Peta orcid.org/0000-0002-0225-5934
Journal name Australian journal of environmental education
Volume number 35
Issue number 3
Start page 262
End page 272
Total pages 11
Publisher Cambridge University Press
Place of publication Cambridge, Eng.
Publication date 2019-11
ISSN 0814-0626
2049-775X
Keyword(s) Attuning-with
affect
assemblage
transdisciplinary environmental education
anthropocene
Summary In these Anthropocene times humans are vulnerable through the effects of socio-ecological crises and are responsible for attending to past, present and future socio-ecological injustices and challenges. The purpose of this article is to challenge discursive structures that influence knowledge acquisition about/of the world through binary logics, acknowledging that we are never apart from the world we are seeking to understand, but that we are entangled through a mutual (re)configuring with the world. Through storytelling and entangled poetry from outdoor education and environmental science education contexts, this article explores discursive/material forces (socially meaningful statements/affective intensities) enacted through pedagogies 'attuning-with'. As pedagogies 'attuning-with' take up a relational ontology, in which sense-making is generated from the grounded, lived, embodied and embedded politics of location in relationship with broader ecologies of the world, they illuminate a transdisciplinary environmental education. A transdisciplinary environmental education is important for these Anthropocene times, because it not only promotes a multivocal approach to environmental education, but in acknowledging our inherent and intrinsic responsibility and accountability for the kinds of worlds that we are co-constituting, it provides opportunities to change the story of how we choose to live with/in/for these Anthropocene times.
Language eng
DOI 10.1017/aee.2019.30
Indigenous content off
Field of Research 13 Education
05 Environmental Sciences
16 Studies in Human Society
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30133593

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 1 times in TR Web of Science
Scopus Citation Count Cited 1 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 111 Abstract Views, 17 File Downloads  -  Detailed Statistics
Created: Thu, 16 Jan 2020, 06:33:54 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.