Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World

Foreword
Introduction: A Holistic Perspective on Futures Literacy and Education for Sustainable Development
	Introduction
	Holistic Pedagogy and Art-Based Environmental Education
	A Need for Change in Thought Patterns and Education
	Learning for New Environmental Vision
	The Content and Organization of This Anthology
	References
Contents
About the Editors and Contributors
Editors
Contributors
Part I: Belonging and Sensing
1: Resonance as an Act of Attunement Through Sensing, Being, and Belonging: Returning to the Teachings
	Introduction
	Anishinaabe Bimaadiziwin
	Anishinaabe Bimaadiziwin Teachings
		Anishinaabemowin: Speaking the Language
		Anishinaabe Inaadiziwin: Our Worldview, Way of Being, and Behaving in the World
		Anishinaabe Inendamowin: Our Way of Thinking
		Anishinaabe Gikendaasowin: Our Way of Knowing
		Anishinaabe Izhichigewin: Our Way of Doing
		Anishinaabe Enawendiwin: Our Way of Relating to Spirit
		Anishinaabe Gidakiiminaan: Our Responsibility to the Land
	Mino Bimaadiziwin: The Seven Grandfather or Grandmother Teachings
		Mino Bimaadiziwin: The Seven Grandfather or Grandmother Teachings
	Dbaadendiziwin—Humility—Wolf, Ma’iingan
		To Accept Yourself as a Sacred Part of Creation Is to Know Humility
	Aakwa’ode’ewin—Bravery—Bear, Makwa
		To Face Life with Courage Is to Know Bravery
	Mnaadendimowin—Respect—Buffalo, Mashkode-bizhiki
		To Honor All of Creation Is to Have Respect
	Gwekwaadziwin—Honesty—Gizhe Sabe, Bigfoot/Raven, Gaagaagi
		To Walk Through Life with Integrity Is to Know Honesty
	Nbwaakaawin: Beaver, Amik
		To Cherish Knowledge Is to Know Wisdom
	Debwewin: Turtle—Miskwaadesi, Painted Turtle, or Mikinaak, Snapping Turtle
		To Know All of Those Things Is to Know Truth
	Zaagidwin: Eagle—Migizi, Bald Eagle, and Giniw, Golden Eagle
		To Know Love Is to Know Peace
	Closing Thoughts
	References
2: Art, Belonging, and Sense and to Whom Nonsense Belongs
	Introduction
	Where Do We Start?
	Failure and Idiocy in a Culture of Profit and Loss
	The Many Faces of Failure
	Experiences from Our Own Work
	Imagining the Experience of Others
	How Else It Could Be
	References
3: The Landscape of the Lines of the HandImagining the Storied Memories of Sensorial Experience of Place
	The Human Faculty of Imagination
	Design of a Lines of the Hand Workshop
	Lines of the Hand in Practice: A Session at Schumacher College
	Lines of the Hand in Virtual Space
	Lines of the Hand and Sustainable Education
	Memory and a Sense of Place
		Remarks in Closing
	References
Part II: Critical Thinking, Social Justice and Action Competence
4: Water Literacies: Co-researching, Learning, and Acting for the Wetlands
	Introduction
	Water Literacies: A Collaborative Curriculum Design and Action Research Project
		School and Classroom Context
		George: Becoming the Gutter Guard and Spokesperson
	Sustaining a Sustainability Curriculum and Pedagogy: The Challenges
	Conclusion
	References
5: Socio-ecological Justice Informed Curriculum Inquiry: Transformative Potentials of Critical Water Pedagogy
	Introduction: Bringing the Question of Sustainability Education into Context
	The Contribution of Critique in Education for Sustainable Development
	Situating Critical Education
	Reinvigorating Critique and Raising the Social in the Socio-ecological of Water
	Water Education Studies in South Africa: Threads of Transformative Potential
	Embodying Critique
	An Education of Enoughness: Socio-ecological Justice School Inquiry
	Discussion
	Conclusion
	References
6: Sensing, Naming, and Narrating About the Lived World: Places as Textual Resources
	Socio-ecological Sustainability
	Socio-ecological Literacies
	Place-Based Pedagogies and Critical Literacy
	Opportunities for Representation and Agency
	Multimodal Literacy
	Contextualization: Two Case Studies
	Places to Act Upon
	Learning Opportunities: Representation and Agency
	Socio-ecological Literacies
	A Framework for Socio-ecological Literacy
	Our Indisputable Connectedness
	References
Part III: Creating Hope in a Vanishing World
7: Environmental Education and the Critical Social Sciences
	Q & A: Question
	Q & A: Instructions
	Social Science: Vanished, Banished, or (Un)sustainable?
	Reclaiming the Critical Social Sciences in EE and EER
	A Short Sketch of the Social Sciences and Environmental Education
	Ecopedagogical Hermeneutics, Philosophical Phenomenological Ecology, and Critical/Praxical Ecophenomenology in EE and EER
	Critical Ecophenomenological Praxis in Ecopedagogy as/in Scapes
	Q & A: Answer—Scopes and Scales of Ecopedagogy as/in Scapes
	References
8: Learning Planetary Literacies Through Multiple Bushfire Deaths and Hope Through Recovery and Regeneration
	Site Location and Child-Led Initiation of the Bushfire Project
		Invitation to University Researchers and Links to Naming the World
	New Materialist Approaches in Early Childhood Research
		Spatial/Material Studies of Early Years Literacy
	The Bushfire Project Planetary Literacies and Planetary Well-Being
	Methodological Approach and Methods
		Structure of the Chapter
	Tessa’s (Director) Field Notes
		7 January 2020 Catastrophic Fires
		Child-Initiated Drawing/Paintings
		Emergent Curriculum and Pedagogies
		Recovery
		Staff Collaboration
	Boori Babies (0–2 Years): Room Leader, Rebecca Rand
	Boori Toddlers (2–3 Years): Room Leader, Monique Francis
		Shifting Focus to Australian Native Animals
	Goodher Preschoolers (3–5 Years): Room Leader, Rashmi Santhariah
		Craft Work: Creating a Tree
		Moving on: Emergent Curriculum
		The Planting of Our Forest: Carol Pisano, Assistant
	Emergent Curriculum and Pedagogies for Planetary Well-Being
	References
9: Hope Through Learning to Live with Ambivalence: Emerging Adults’ Agency Work in the Face of Sustainability Conflicts
	Introduction
	Theories and Earlier Research About Hope and Ambivalence
		Hope as a Psychological Concept
		Hope in Education for Sustainable Development
		The Importance of the Agency Part of the Hope Concept: Dealing with Ambivalence
	The Empirical Study
		Background to and Aim of the Empirical Study
	Method
	Results
		Negative Strategies to Cope with Ambivalence: The Inactive Group
		Positive Strategies to Cope with Ambivalence: The Active Group
	Discussion and Practical Implications
		The Results in Relation to Earlier Research and Valuable Theoretical Perspectives
		Practical Implications for ESD
	References
10: Ecological Existentialism: Doing Nothing in a World of Wounds
	Introduction
	Existential Education
	The Dark Side of Ecological Education
	Between Ecology and Existentialism
	How to Do Nothing
	References
11: The Clown as Transgressive Agent on Paths to Sustainable Futures
	Introduction
	The Clown as Disruptor But Also Conserver of Status Quo
	The Carnivalesque and Possibilities for Change
	The Functions of the Clown
	Transgression, Transgressive Learning, and the Clown
	Journeying into Self Through A/r/tography
	Analysis
	Fearlessness: A Permeating Theme
	Urgency and Devotion: The Savior Clown
	Vulnerability and Sorrow: The Acknowledging Clown
	Joy and Playfulness: The Academic Clown
	Understandings
	References
Part IV: Closing Chapter
12: We Are Alive and Thus Need to Belong, Participate, and Act!
	Belonging, Sensing, and Hoping
	Critical Thinking, Action Competence, and Social Justice
		Creating Hope in a Vanishing World
	Socio-ecological Education in the Anthropocene Period
	References
Index