Assemblage Drawings as Talking Points: Deleuze, Posthumans and Climate-Activist Teachers

Autor/inn/en	Everth, Thomas; Gurney, Laura; Eames, Chris
Titel	Assemblage Drawings as Talking Points: Deleuze, Posthumans and Climate-Activist Teachers
Quelle	In: Australian Journal of Environmental Education, 39 (2023) 2, S.152-165 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Everth, Thomas) ORCID (Gurney, Laura) ORCID (Eames, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.48
Schlagwörter	Freehand Drawing; Philosophy; Climate; Change; Activism; Foreign Countries; Teacher Attitudes; Teachers; Humanism; New Zealand + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Philosophie; Klima; Wandel; Aktivismus; Politischer Protest; Ausland; Lehrerverhalten; Lehrer; Lehrerin; Lehrende; Humanismus; Neuseeland
Abstract	In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoking drawings were used as semiotic artefacts during unstructured Zoom interviews, leading to rich conversations. Through this process, the drawings channel affect within the research assemblage, entangling the reader actively into the research process. Insights gained from the participants problematise the perspectives of teachers in response to the climate emergency and lead us to conceptualise the potential of teachers as Deleuze's nomadic change makers toward posthuman futures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01