03503nam a22005055i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001300153050000800166072001600174072002300190072001500213100007900228245014700307250001800454264007900472300003500551336002600586337002600612338003600638347002400674490004400698505069400742520108801436650002702524650002902551650001502580650001402595650001402609650002902623650004802652650002502700650001402725710003402739773002602773776003602799776003602835776003602871830004402907856004602951978-3-031-54849-9DE-He21320251030112013.0cr nn 008mamaa240426s2024    sz |    s    |||| 0|eng d  a97830315484997 a10.1007/978-3-031-54849-92doi 4aLB1-3640 4aB63 7aJNA2bicssc 7aEDU0400002bisacsh 7aJNA2thema1 ajagodzinski, jan.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aPedagogical Encounters in the Post-Anthropocene, Volume 1h[electronic resource] :bChildhood, Environment, Indigeneity /cby jan jagodzinski.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXVII, 274 p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aPalgrave Studies in Educational Futures0 a1. Ruminations on the Pedagogical Posthuman Landscape -- 2. Previewing Post-Anthropocene Themes -- Part I The ‘Last’ Child Standing: Post-Anthropocene Pedagogy -- 3. The Figure of the Child -- 4. The Queer Child as the Nonhuman Other -- 5. The Children of the Post-Anthropocene -- 6. Variations on the Posthuman Child -- 7. Whiteheadian Excursions and Worries -- Part II Becoming Indigenous in the Post-Anthropocene -- 8. Preliminaries: Mapping Tensions -- 9. Becoming Soil -- 10. Decolonizing the North -- 11. Gaian-Global War -- 12. Pedagogy in and Amongst Magick, Cosmology, Animism -- 13. Raising Difficult Questions -- 14. Environmental Education, Indigeneity, and Its Challenges.  aThis volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene: childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he turns to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times. 0aEducationxPhilosophy. 0aEnvironmental education. 0aEducation. 0aChildren. 0aTeaching.14aPhilosophy of Education.24aEnvironmental and Sustainability Education.24aChildhood Education.24aPedagogy.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303154848208iPrinted edition:z978303154850508iPrinted edition:z9783031548512 0aPalgrave Studies in Educational Futures40uhttps://doi.org/10.1007/978-3-031-54849-9