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Problematizing the aims of education in the Anthropocene, this text illustrates the value of relational psychoanalytic theory in the study and practice of education amidst the climate crisis.
Illustrating how dominant educational theory fails to acknowledge climate precarity and the consequences of living beyond the Earth's carrying capacity, Ecosophy and Educational Research for the Anthropocene calls for a reorientation of scholarship to decentre the human subject. The author discusses the evolution of intersubjective psychoanalysis to make a case for a turn to relational and psychoanalytically informed educational research. Chapters foreground areas for educational researchers to consider in pursuing intersubjective inquiries into the affective dimensions of curriculum and pedagogy to foster an emergence of eco-attunement and ecosophical educational research (EER).
By framing an ecosophical approach, this book enables educational leaders, researchers and educators to fulfil their responsibility to engage in educational praxis which is contextually responsive, relationally attuned and recognizant that we cannot be studied apart from our connections to the planet.
List of contents
Introduction: What Does it Mean to Educate in a World that is Prepared to Go on Without Us? 1. Renovating the Schoolhouse When the World is On Fire 2. Education and the Visuality of the Anthropocene 3. A Prairie Elegy for the Discerning Consumer 4. The Emotional Impact of Living in the Climate Crisis 5. Anthropocentric Fantasies Entangled in the Pain of Eco-grief 6. Relational and Psychoanalytically Informed Education in the Anthropocene 7. Cultivating Solidarity as the Climate Crisis Intensifies 8. What We Can Learn from the COVID-19 Pandemic 9. Monstrous Feelings and Ghostly Echoes of the Anthropocene 10. Ecosophical Educational Research on the Edge of the Anthropocene 11. Ecosophical Educational Leadership 12. Teacher Education on the Edge of the Anthropocene Conclusion: Get Busy Living Appendix
About the author
Alysha J. Farrell is Associate Professor of Education at Brandon University, Canada.
Summary
Problematizing the aims of education in the Anthropocene, this text illustrates the value of relational psychoanalytic theory in the study and practice of education amidst the climate crisis.
