Posthumanist and Postcolonial Possibilities for Outdoor Experiential Education

Autor/in	Riley, Kathryn
Titel	Posthumanist and Postcolonial Possibilities for Outdoor Experiential Education
Quelle	In: Journal of Experiential Education, 43 (2020) 1, S.88-101 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riley, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825919881784
Schlagwörter	Outdoor Education; Experiential Learning; Social Bias; Racial Bias; Ethics; Grade 4; Grade 5; Social Justice; Foreign Countries; Land Settlement; Elementary School Teachers; Indigenous Populations; Canada Natives; Cultural Awareness; Consciousness Raising + Suchen Sie Ihr Suchwort? Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Racial discrimination; Rassismus; Ethik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Soziale Gerechtigkeit; Ausland; Siedlungsraum; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sinti und Roma; Cultural identity; Kulturelle Identität; Bewusstseinsbildung
Abstract	Background: Teaching and learning in outdoor experiential education is often conducted on lands with troubled histories of settler colonialism. This calls for new and creative forms of socioecological responsibility to attend to human supremacism and exceptionalism that marginalizes, exploits, dominates, and objectifies Other(s) in these "Anthropocene times." Purpose: Through posthumanist philosophy (re)conceptualizing Western binary logics, this article explores possibilities for postcolonial land ethics in outdoor experiential education to address past, present, and future socioecological injustices and threats. Methodology/Approach: Adopting new materialist methodologies, this article examines "affective materiality" emerging from a series of multisensory researcher/teacher enactments, as set within pedagogies attuning-with land with a Grade 4/5 class in Canada. Findings/Conclusions: The affective materiality of sense-making in the researcher/teacher enactments provided opportunities to challenge discursively positioned land ethics, suggesting a "transforming-with" Other(s) through relationally co-constituted existences. Implications: Understanding that no separate and discrete worldviews exist in which individuals act through autonomous agency, but that worlding emerges through relational agency, teaching, and learning in outdoor experiential education can generate an intrinsic sense of responsibility to attend to more equitable relationships with Other(s) for/with/in these Anthropocene times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01