Abstract
For some, the provocation of the era of the Anthropocene demands ethical, nature–culture responses that develop new pathways of thinking and an attentiveness to how knowledge and learning is co-constituted. There has been a call for scholarly work that develops “passionate immersions” in our multi-species world. But how does one do this, I wonder? How can we come to new ethical responses of being, knowing and doing? Where should one even start? In this chapter I share my learning endeavours in working through these questions, deploying a critical creative/cultural writing methodology. I start where I am situated, embodied in my place of the everyday, thinking deeply about where I have come from, my family connections to place and the implications for knowledge creation. Through considerations of family relationships to rivers and eels beyond local river systems and waterways, I will explore family histories and aquatic journeys, mixing biology and cultural studies. I will investigate learning systems and remaking relationships through immersion in familiar places. This process has brought to life a whole range of new notions about what it is to think, write and research and be situated and attuned to nature–cultures of the everyday.
Original language | English |
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Title of host publication | Social Ecology and Education: Transforming Worldviews and Practices |
Editors | David Wright, Stuart B. Hill |
Place of Publication | U.K. |
Publisher | Routledge |
Pages | 131-141 |
Number of pages | 11 |
ISBN (Electronic) | 9781003033462 |
ISBN (Print) | 9780367471088 |
DOIs | |
Publication status | Published - 2021 |
Keywords
- instructional systems
- culture
- ethics