Treat me as a place : on the (onto)ethics of place-responsive pedagogy
1Faculty of Education, University of Oulu, Oulu, Finland
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022101461957
|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.
Educational philosophy and theory
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
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 (Academy of Finland Funding decision)
© 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: http://www.tandfonline.com/10.1080/00131857.2022.2130755.