Teaching
This note is about the concept of teaching.
Teaching in the real-world situations of limited resources is always a task of prioritisation and, therefore, exclusion. Thus, teaching is always violent (see Violence) in the way learning is violent, symbolically and epistemologically.
The job here is to acknowledge and minimise the resulting harm. For example, by controlling innovation and change that are also intrinsically violent and destructive.
On the techniques of teaching, see
This note is about pedagogy. As such, it relates to Teaching and Learning.
Cf.
- Astroethical education
- Biocentric education
- Ecocentric education
- Ecological education
- Ecojustice education
- Earth-centred pedagogy
- Environmental education
- Future literacy education
- Gaian pedagogy
- Geoethical education
- Green pedagogy
- Inter-species pedagogy
- More-than-human pedagogy
- Multispecies education
- Multispecies pedagogy
- Nature-centred education
- Non-anthropocentric pedagogy
- Planetary education
- Posthuman pedagogy
- Relational pedagogy
- Sustainability education
- Wild Pedagogies
Opportunities of Ecocentric Education
Kopnina, Helen. 2019. “Ecocentric Education.” In Encyclopedia of Sustainability in Higher Education, edited by Walter Leal Filho, 419–80. Cham: Springer.
Problems with Human education
Cf. curriculum violence: academic programming which compromises the intellectual or psychological well-being of learners (or others).
Problems with Critical Traditional
Freire figures nonhuman animals in three main ways: as non-communicative and non- dialogical, as non-agential and non-transforming, and as without history or culture.
Corman, Lauren. “Impossible Subjects: The Figure of the Animal in Paulo Freire's Pedagogy of the Oppressed.” Canadian Journal of Environmental Education, no. 16 (2011): 29–45.
Acampora, Ralph. “Zoögogy of the Oppressed.” Journal for Critical Animal Studies 18, no. 1 (2021): 4–18.
More-than-Human Approaches and Pedagogy
Edwards, Ferne, and Ida Nilstad Pettersen. 2023. “Speculative Design for Envisioning More-than-Human Futures in Desirable Counter-Cities.” Cities 142:104553. https://doi.org/10/gsqcx9.
Eriksson, Eva, Daisy Yoo, Tilde Bekker, and Elisabet M. Nilsson. 2024. “More-than-Human Perspectives in Human-Computer Interaction Research: A Scoping Review.” In Proceedings of the 13th Nordic Conference on Human-Computer Interaction, 1–18. NordiCHI ’24. New York: Association for Computing Machinery. https://doi.org/10/g8kv92.
Jukes, Scott, and Ya Reeves. 2020. “More-than-Human Stories: Experimental Co-Productions in Outdoor Environmental Education Pedagogy.” Environmental Education Research 26 (9–10): 1294–1312. https://doi.org/10/ggnwvg.
Poikolainen Rosén, Anton, Antti Salovaara, Andrea Botero, and Marie Louise Juul Søndergaard, eds. 2025. More-than-Human Design in Practice. London: Routledge.
References
Carvalho, Isabel Cristina de Moura, Carlos Alberto Steil, and Francisco Abrahão Gonzaga. 2020. “Learning from a More-than-Human Perspective. Plants as Teachers.” The Journal of Environmental Education 51 (2): 144–55. https://doi.org/10/gscb6m.
Hill, Cher, Neva Whintors, and Rick Bailey. 2022. “We Are the Salmon Family: Inviting Reciprocal and Respectful Pedagogical Encounters with the Land.” Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning 8 (4): 1–22. https://doi.org/10/g9r6vc.
Pérez, Daniel R., and Laísa M. Freire. 2024. “Restoration-Based Education: A Brief Overview of a Field under Construction.” Restoration Ecology 32 (1): e13983. https://doi.org/10/g9r6t6.
Sidebottom, Kay, and Lou Mycroft. 2024. “[Birdsong]: Pedagogies of Attunement and Surrender with More-than-Human Teachers.” Australian Journal of Environmental Education 40 (2): 143–56. https://doi.org/10/g9r6t8.
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