By Karen Malone, Son Truong, Tonia Gray

This publication displays the substantial attraction of the Anthropocene and how it stimulates new discussions and ideas for reimagining sustainability and its position in schooling in those precarious instances. The authors discover those new imaginings for sustainability utilizing various theoretical views with a purpose to examine cutting edge methods of enticing with thoughts which are now influencing the sphere of sustainability and schooling. via their theoretical research, learn and box paintings, the authors discover novel methods to designing sustainability and sustainability schooling. those ways, even if varied in concentration, all spotlight the complicated interdependencies of the human and more-than-human global, and via unpacking binaries reminiscent of human/nature, nature/culture, subject/object and de-centring the human reveal the complexities of an entangled human-nature relation which are shaping our knowing of sustainability. those messy relatives problem the well-versed mantras of anthropocentric exceptionalism in sustainability and sustainability schooling and provide new questions instead of solutions for researchers, educators, and practitioners to discover. As operating with new theoretical lenses isn't really constantly effortless, this ebook additionally highlights the authors’ tools for impending those rules and imaginings.

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Each time I review this video and show it to others we are amazed by the stillness and silence of this normally noisy, overactive, rambunctious child. Only her hands and arms move except for a slight turn of her head and upper body as she switches from log to flat stone as the platform for her sand drizzle castle. There are no human voices at all, only the sound of water bubbling over river stones, the chirruping of birds, and slight tinny clicks as tin meets pebbly sandy mud and water in Charmaine’s play.

His discussion traces the influence of the material turn in environmental education, and proposes a pedagogy of reciprocal participation with a world that is already participating. In his conclusion he writes: “In a process-relational world of becoming there are no beginnings or ends, and certainly no conclusions. There are, however, plenty of middles, and this is where we find ourselves now”. This is where this books lies, somewhere in the middle. Living Well with the Planet Throughout the different sections of the book authors share examples and case studies of research, while also playing with theoretical and pedagogical ideas about sustainability and education.

Au/media-channel/ deborah-bird-rose-country-and-the-gift Somerville, M. (2007). Becoming-frog: A primary school place pedagogy. Paper presented at the Australian Association for Research in Education (AARE) annual conference, Fremantle, Western Australia. au/data/publications/2007/som07443. pdf 28 M. Somerville Somerville, M. (2011). Becoming frog.  Gannon, & P.  65–80). Rotterdam, The Netherlands/Taipei, Taiwan: Sense Publishers. Somerville, M. (2013). Water in a dry land: Place-learning through art and story.

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