University of Oulu

Anna Vladimirova (2022) Treat me as a place: On the (onto)ethics of place-responsive pedagogy, Educational Philosophy and Theory, DOI: 10.1080/00131857.2022.2130755

Treat me as a place : on the (onto)ethics of place-responsive pedagogy

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Author: Vladimirova, Anna1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link:
Language: English
Published: Informa, 2022
Publish Date: 2024-04-10


This article engages with new materialist posthumanist philosophy to conceptually approach an ethics of outdoor environmental education with the focus on a pupil’s body. Thinking with place-responsive pedagogy, I aim to extend a conversation toward exploring a child’s body as a place. Place-responsive pedagogy, while it challenges a commonly endorsed child/brain/self/anthropocentrism by paying more attention to a place, its history, and human-nonhuman entanglements, still positions children as intellectual observers (of places) and multisensorial body-mind thinkers. I propose to attend to pupils/their movements as to ontogenetic phenomena. These phenomena necessarily emerge from the surplus of child-place relations. They are intelligent, complex, transmogrifying, attuning with the emerging ecologies, and growing with/from a place. Such conceptualisation disrupts an often-empty rhetoric that ‘humans are part of nature’, offering an account of an (onto)ethics.

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Series: Educational philosophy and theory
ISSN: 0013-1857
ISSN-E: 1469-5812
ISSN-L: 0013-1857
Volume: In press
DOI: 10.1080/00131857.2022.2130755
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This research is part of the project Citizens with Rats/Kansalaisia rottien kanssa (CitiRats), funded by the Academy of Finland (2020-2024), project number 333438.
Academy of Finland Grant Number: 333438
Detailed Information: 333438 (Academy of Finland Funding decision)
Copyright information: © 2022 Philosophy of Education Society of Australasia. This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Philosophy and Theory on 10 Oct 2022, available at: