Posthumanist and Postcolonial Possibilities for Outdoor Experiential Education

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Riley, Kathryn (ORCID Riley, Kathryn (ORCID 0000-0001-7555-9237)
  • Language:
    English
  • Source:
    Journal of Experiential Education. Mar 2020 43(1):88-101.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Elementary Education
      Grade 4
      Intermediate Grades
      Grade 5
      Middle Schools
    • Subject Terms:
      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
    • Subject Terms:
      Canada
    • Accession Number:
      10.1177/1053825919881784
    • ISSN:
      1053-8259
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1242399