Downstream River Dialogues: An Educational Journey Toward a Planetary-Scaled Ecological Imagination
Downstream River Dialogues: An Educational Journey Toward a Planetary-Scaled Ecological Imagination
复制标题
下游河流对话：迈向全球生态想象力的教育之旅
DOI：
10.1177/2096531120905194
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发表时间：
2020
影响因子：
--
通讯作者：
Affrica Taylor
中科院分区：
文献类型：
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作者：
Affrica Taylor
目的：本文旨在颠覆构成西方主流教育研究范式的自然/文化和主体/客体之分，超越纯粹的人类对话，在日益加剧的人为气候变化面前激活我们的生态想象。设计/方法/方法：在万物有灵论生态女性主义哲学的指导下，河流对话出现在加拿大阿尔伯塔省阿萨巴斯卡油砂矿的气候行动研究实地考察中。他们表现出一种“超越人类”的叙事模式，用“主动的声音表达自然”。研究发现：尽管西方教育在认识论上存在分歧，但我的结论是，我们仍然可以找到与非人类世界对话和学习的方法，从而激发我们的生态想象力。原创性/价值：本文展示了超越人类的创新叙事方法，并为以人为中心的教育研究和教育学惯例提供了一种协作替代方案。
Purpose: This article aims to subvert the nature/culture and subject/object divides that structure the dominant Western educational research paradigm by stepping beyond an exclusively human conversation and activating our ecological imaginations in the face of intensifying anthropogenic climate change. Design/Approach/Methods: Informed by animist ecofeminist philosophies, the river dialogues emerged from a climate action research field trip to the Athabasca oil sand mines in Alberta, Canada. They perform a “more-than-human” mode of narrative engagement with “nature in the active voice.” Findings: Despite the epistemological separations of Western-style education, I conclude that we can still find ways to dialogue and learn with the nonhuman world and thereby to stimulate our ecological imaginations. Originality/Value: This article showcases innovative more-than-human narrative methods and offers a collaborative alternative to the human-centric conventions of educational research and pedagogy.