View in EDS HTML Full Text PDF Full Text

Vulnerable reading practices for ecosocial justice in environmental education.

Saved in:
Bibliographic Details
Title: Vulnerable reading practices for ecosocial justice in environmental education.
Authors: Nociti, Karen1 k.nociti@ecu.edu.au, Blaise, Mindy1
Source: Environmental Education Research. Sep2024, Vol. 30 Issue 9, p1571-1586. 16p.
Subject Terms: *Environmental education, Ecosocialism, Social justice, Anthropocentrism, Feminism
Abstract: Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulnerable reading practices as they walked with young children, educators, and a weedy landscape in Boorloo (Perth), Western Australia. With a focus on reimagining pedagogies to be inclusive of multiple weedy ideas, bodies and voices, the paper uses empirical examples of practice to illustrate how vulnerable reading across temporalities, scales, disciplines, and genres draws attention to the complex relations humans share with weedy worlds. The paper shows how vulnerable reading is a feminist and anticolonial practice that makes visible the complexity of relations humans share with more-than-human worlds and is an example of ecosocial justice in action. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 179022932
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Vulnerable reading practices for ecosocial justice in environmental education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nociti%2C+Karen%22">Nociti, Karen</searchLink><relatesTo>1</relatesTo><i> k.nociti@ecu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Blaise%2C+Mindy%22">Blaise, Mindy</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Sep2024, Vol. 30 Issue 9, p1571-1586. 16p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br /><searchLink fieldCode="DE" term="%22Ecosocialism%22">Ecosocialism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Anthropocentrism%22">Anthropocentrism</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulnerable reading practices as they walked with young children, educators, and a weedy landscape in Boorloo (Perth), Western Australia. With a focus on reimagining pedagogies to be inclusive of multiple weedy ideas, bodies and voices, the paper uses empirical examples of practice to illustrate how vulnerable reading across temporalities, scales, disciplines, and genres draws attention to the complex relations humans share with weedy worlds. The paper shows how vulnerable reading is a feminist and anticolonial practice that makes visible the complexity of relations humans share with more-than-human worlds and is an example of ecosocial justice in action. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179022932
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13504622.2024.2349274
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 1571
    Subjects:
      – SubjectFull: Environmental education
        Type: general
      – SubjectFull: Ecosocialism
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Anthropocentrism
        Type: general
      – SubjectFull: Feminism
        Type: general
    Titles:
      – TitleFull: Vulnerable reading practices for ecosocial justice in environmental education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nociti, Karen
      – PersonEntity:
          Name:
            NameFull: Blaise, Mindy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Text: Sep2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 13504622
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Environmental Education Research
              Type: main
ResultId 1