Composting modernity: Pedagogical practices for emplacing ourselves within the living world

Lange, E

Composting modernity: Pedagogical practices for emplacing ourselves within the living world

Lange, E

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Publisher:: Linkoping University Electronic Press
Publication Type:: Journal Article
Citation:: European Journal for Research on the Education and Learning of Adults, 15, (3)

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Field	Value	Language
dc.contributor.author	Lange, E
dc.date.accessioned	2025-03-31T02:18:51Z
dc.date.available	2025-03-31T02:18:51Z
dc.identifier.citation	European Journal for Research on the Education and Learning of Adults, 15, (3)
dc.identifier.issn	2000-7426
dc.identifier.issn	2000-7426
dc.identifier.uri	http://hdl.handle.net/10453/186337
dc.description.abstract	We have reached the logical end of modernity as it lays waste to the natural world, discards people, and reveals its inherent and thus continual violence. Withdrawing our energy from and breaking down the constellation of modern beliefs, we can repattern ourselves and our communities for a life-giving future. In its structure and content, this article demonstrates a relationality approach to sustainability and climate education that undertakes practices to emplace humans back within the living world. Indigenous philosophies of place as well as posthumanism offer relational notions of time, space, place, and land to consider. Pedagogy-rich, the article provides practices for restoring the history of modernity as a decolonial counternarrative composting the most problematic beliefs and practices of modernity providing tracings of and for possible futures deriving pedagogical entry points of relevance to learners and nurturing ways of being that can build a rooted, more life-giving way of being.
dc.language	en
dc.publisher	Linkoping University Electronic Press
dc.relation.ispartof	European Journal for Research on the Education and Learning of Adults
dc.relation.isbasedon	10.3384/rela.2000-7426.5214
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems
dc.subject.classification	3903 Education systems
dc.title	Composting modernity: Pedagogical practices for emplacing ourselves within the living world
dc.type	Journal Article
utslib.citation.volume	15
utslib.for	1301 Education Systems
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Research)
pubs.organisational-group	University of Technology Sydney/DVC (Research)/Institute For Sustainable Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2025-03-31T02:18:48Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	15
utslib.citation.issue	3

Abstract:

We have reached the logical end of modernity as it lays waste to the natural world, discards people, and reveals its inherent and thus continual violence. Withdrawing our energy from and breaking down the constellation of modern beliefs, we can repattern ourselves and our communities for a life-giving future. In its structure and content, this article demonstrates a relationality approach to sustainability and climate education that undertakes practices to emplace humans back within the living world. Indigenous philosophies of place as well as posthumanism offer relational notions of time, space, place, and land to consider. Pedagogy-rich, the article provides practices for restoring the history of modernity as a decolonial counternarrative composting the most problematic beliefs and practices of modernity providing tracings of and for possible futures deriving pedagogical entry points of relevance to learners and nurturing ways of being that can build a rooted, more life-giving way of being.

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http://hdl.handle.net/10453/186337