Treat me as a place : on the (onto)ethics of place-responsive pedagogy
Vladimirova, Anna (2022-10-10)
Anna Vladimirova (2023) Treat me as a place: On the (onto)ethics of place-responsive pedagogy, Educational Philosophy and Theory, 55:11, 1268-1284, DOI: 10.1080/00131857.2022.2130755
© 2022 Philosophy of Education Society of Australasia. This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Philosophy and Theory on 10 Oct 2022, available at: http://www.tandfonline.com/10.1080/00131857.2022.2130755.
https://rightsstatements.org/vocab/InC/1.0/
https://urn.fi/URN:NBN:fi-fe2022101461957
Tiivistelmä
Abstract
This article engages with new materialist posthumanist philosophy to conceptually approach an ethics of outdoor environmental education with the focus on a pupil’s body. Thinking with place-responsive pedagogy, I aim to extend a conversation toward exploring a child’s body as a place. Place-responsive pedagogy, while it challenges a commonly endorsed child/brain/self/anthropocentrism by paying more attention to a place, its history, and human-nonhuman entanglements, still positions children as intellectual observers (of places) and multisensorial body-mind thinkers. I propose to attend to pupils/their movements as to ontogenetic phenomena. These phenomena necessarily emerge from the surplus of child-place relations. They are intelligent, complex, transmogrifying, attuning with the emerging ecologies, and growing with/from a place. Such conceptualisation disrupts an often-empty rhetoric that ‘humans are part of nature’, offering an account of an (onto)ethics.
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