Hostname: page-component-848d4c4894-v5vhk Total loading time: 0 Render date: 2024-06-26T13:50:27.027Z Has data issue: false hasContentIssue false
  • English
  • Français

Following lines in the landscape: Playing with a posthuman pedagogy in outdoor environmental education

Published online by Cambridge University Press:  04 October 2021

Scott Jukes Open the ORCID record for Scott Jukes [Opens in a new window] ,
Alistair Stewart  and
Marcus Morse
Scott Jukes*
Affiliation:
Federation University, Mt Helen, Australia
Alistair Stewart
Affiliation:
Independent Researcher, Bendigo, Australia
Marcus Morse
Affiliation:
La Trobe University, Bendigo, Australia
*
*Corresponding author. E-mail: s.jukes@federation.edu.au
Get access Rights & Permissions [Opens in a new window]

Abstract

Situated within a series of river journeys, this inquiry considers the role of material landscape in shaping learning possibilities and explores practices of reading landscapes diffractively. We consider ways we might pay attention to the ever-changing flux of places while experimenting with posthuman pedagogical praxis. Methodologically, we embrace the post-qualitative provocation to do research differently by enacting a new empiricism that does not ground the inquiry in a paradigmatic structure. In doing so, we rethink conventional notions of method and data as we create a series of short videos from footage recorded during canoeing journeys with tertiary outdoor environmental education students. These videos, along with a student poem, form the empirical materials in this project. Video allows us to closely analyse more-than-human entanglements, contemplating the diverse ways we can participate with and read landscapes in these contexts. We aim to provoke diffractive thought and elicit affective dimensions of material encounters, rather than offer representational findings. This project intends to open possibilities for post-qualitative research, inspired by posthuman and new materialist orientations.

Keywords

outdoor environmental educationposthumanlandscapemore-than-humanjourneynew materialism
Type
Article
Information
Australian Journal of Environmental Education , Volume 38 , Special Issue 3-4: Post-qualitative inquiry: Theory and practice in environmental education , September 2022 , pp. 345 - 360
Check for updates
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alaimo, S. (2010). Bodily natures: Science, environment, and the material self. Indiana University Press.Google Scholar
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.CrossRefGoogle Scholar
Bergson, H. (1998). Creative Evolution. New York: Dover.Google Scholar
Bozalek, V., & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education, 30(2), 111–127. doi: 10.1080/09518398.2016.1201166 CrossRefGoogle Scholar
Brookes, A. (2018). Preventing fatal incidents in school and youth group camps and excursions: Understanding the unthinkable. Cham, Switzerland: Springer.CrossRefGoogle Scholar
Clarke, D. (2019). Particular Resonances: A Review of Jonathan Wyatt’s Therapy, Stand-Up, and the Gesture of Writing: Towards Creative- Relational Inquiry. The Qualitative Report, 24(11), 2794–2798.Google Scholar
Clarke, D., & Mcphie, J. (2014). Becoming animate in education: Immanent materiality and outdoor learning for sustainability. Journal of Adventure Education and Outdoor Learning, 14(3), 198–216. doi: 10.1080/14729679.2014.919866 CrossRefGoogle Scholar
Clarke, D. A. G., & McPhie, J. (2020). Tensions, knots, and lines of flight: themes and directions of travel for new materialisms and environmental education. Environmental Education Research, 1–24. doi: 10.1080/13504622.2020.1825631 Google Scholar
Deleuze, G. (2001). Pure Immanence: Essays on A Life (Boyman, A., Trans.). New York: Urzone.Google Scholar
Ellison, A. (2013). The suffocating embrace of landscape and the picturesque conditioning of ecology. Landscape Journal, 32(1), 79–94.CrossRefGoogle Scholar
Fletcher, R. (2017). Connection with nature is an oxymoron: A political ecology of “nature-deficit disorder”. The Journal of Environmental Education, 48(4), 226–233. doi: 10.1080/00958964.2016.1139534 CrossRefGoogle Scholar
Gan, E., Tsing, A., Swanson, H., & Bubandt, N. (2017). Introduction: Haunted landscapes of the Anthropocene. In Tsing, A., Bubandt, N., Gan, E., & Swanson, H. (Eds.), Arts of living on a damaged planet: Ghosts and monsters of the Anthropocene (pp. G1–G14): University of Minnesota Press.Google Scholar
Gibson, J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.Google Scholar
Gough, N. (2016). Postparadigmatic materialisms: A ‘new movement of thought’ for outdoor environmental education research? Journal of Outdoor and Environmental Education, 19(2), 51–65.CrossRefGoogle Scholar
Hart, P., & Hart, C. (2019) Changing mindsets: Becoming planetary. The Journal of Environmental Education, 50(4–6), 270–288. doi: 10.1080/00958964.2019.1687410 CrossRefGoogle Scholar
Ingold, T. (2011). Being Alive: Essays on movement, knowledge and description. New York: Routledge.CrossRefGoogle Scholar
Ingold, T. (2015). The life of lines. Abingdon: Routledge.CrossRefGoogle Scholar
Ingold, T. (2016). Lines: A brief history (Routledge classics edition ed.). Abingdon: Routledge.CrossRefGoogle Scholar
Ingold, T. (2018). Back to the future with the theory of affordances. HAU: Journal of Ethnographic Theory, 8(1–2), 39–44. doi: 10.1086/698358 CrossRefGoogle Scholar
Jackson, A. Y., & Mazzei, L. A. (2013). Plugging One Text Into Another: Thinking With Theory in Qualitative Research. Qualitative Inquiry, 19(4), 261–271. doi: 10.1177/1077800412471510 CrossRefGoogle Scholar
Jukes, S. (2020a). Posthuman insights for environmental education. A review of Mental health and wellbeing in the Anthropocene: A posthuman inquiry, by Jamie Mcphie. 2019, Singapore: Springer Nature. €69.99, ISBN 978-981-13-3326-2. The Journal of Environmental Education, 51(5), 395–398. doi: 10.1080/00958964.2020.1813678 CrossRefGoogle Scholar
Jukes, S. (2020b). Thinking through making: junk paddles, distant forests and pedagogical possibilities. Environmental Education Research, 26(12), 1746–1763. doi: 10.1080/13504622.2020.1806991 CrossRefGoogle Scholar
Jukes, S. (2021). Thinking with a landscape: the Australian Alps, horses and pedagogical considerations. Australian Journal of Environmental Education, 37(2), 89–107. doi: 10.1017/aee.2020.26 CrossRefGoogle Scholar
Jukes, S., & Reeves, Y. (2020). More-than-human stories: Experimental co-productions in outdoor environmental education pedagogy. Environmental Education Research, 26(9–10), 1294–1312. doi:https://doi.org/10.1080/13504622.2019.1699027 CrossRefGoogle Scholar
Jukes, S., Stewart, A., & Morse, M. (2019). Acknowledging the agency of a more-than-human world: Material relations on a Snowy River journey. Journal of Outdoor and Environmental Education, 22(2), 1–19. doi: 10.1007/s42322-019-00032-8 CrossRefGoogle Scholar
Koro-Ljungberg, M. (2015). Reconceptualizing qualitative research: Methodologies without methodology. Sage publications.Google Scholar
Kuntz, A., & St. Pierre, E. (2021). Proclaiming the new: An introduction. Qualitative Inquiry, 27(5), 475–479.CrossRefGoogle Scholar
Law, J. (2004). After method: Mess in social science research. London: Routledge.CrossRefGoogle Scholar
Lenz Taguchi, H., & St. Pierre, E. (2017). Using Concept as Method in Educational and Social Science Inquiry. Qualitative Inquiry, 23(9), 643–648.CrossRefGoogle Scholar
Lopez, B. (1988). Crossing open ground. Open road media.Google Scholar
Lorimer, J. (2013). More-than-human visual analysis: Witnessing and evoking affect in human-nonhuman interactions. In Coleman, R., & J. Ringrose (Ed.), Deleuze and research methodologies (pp. 61–78): Edinburgh university press.CrossRefGoogle Scholar
Lynch, J., & Mannion, G. (2021). Place-responsive Pedagogies in the Anthropocene: attuning with the more-than-human. Environmental Education Research, 27(6), 864–878. doi: 10.1080/13504622.2020.1867710 CrossRefGoogle Scholar
Lyons, S. (2017). Psychogeography: a way to delve into the soul of a city. The Conversation: Academic Rigour, Journalistic Flair. Retrieved from https://theconversation.com/psychogeography-a-way-to-delve-into-the-soul-of-a-city-78032 Google Scholar
Macfarlane, R. (2013). The old ways: A journey on foot. London: Penguin.Google Scholar
Macfarlane, R. (2019). Underland: A deep time journey. UK: Penguin.Google Scholar
Maclure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658–667. doi: 10.1080/09518398.2013.788755 CrossRefGoogle Scholar
Mcphie, J. (2019). Mental health and wellbeing in the Anthropocene: A posthuman inquiry. Singapore: Springer Nature.CrossRefGoogle Scholar
Mcphie, J., & Clarke, D. (2019). Post-qualitative inquiry in outdoor studies: A radical (non-)methodology. In Humberstone, B. & Prince, H. (Eds.), Research Methods in Outdoor Studies (pp. 186–195): Routledge.CrossRefGoogle Scholar
Mcphie, J., & Clarke, D. (2020). Nature matters: Diffracting a keystone concept of environmental education research – just for kicks. Environmental Education Research, 26(9–10), 1509–1526. doi: 10.1080/13504622.2018.1531387 CrossRefGoogle Scholar
Mullins, A. (2020). Uncommon sense. A deep time journey into the underland with Robert Macfarlane. Retrieved from https://www.rrr.org.au/on-demand/segments/uncommon-sense-a-deep-time-journey-into-the-underland-with-robert-macfarlane Google Scholar
Pleasants, K., & Stewart, A. (2019). Entangled philosophical and methodological dimensions of research in outdoor studies? Living with(in) messy theorisation. In Humberstone, B. & Prince, H. (Eds.), Research methods in outdoor studies (pp. 9–20). New York: Routledge.CrossRefGoogle Scholar
Plumwood, V. (2003). Decolonizing relationships with nature. In Adams, W. B., & Mulligan, M. (Ed.), Decolonizing nature: Strategies for conservation in a post-colonial era. London: Routledge.Google Scholar
Rautio, P. (2020). Post-qualitative inquiry: Four balancing acts in crafting alternative stories to live. Qualitative Inquiry, 1–3.Google Scholar
Ruck, A., & Mannion, G. (2020). Fieldnotes and situational analysis in environmental education research: Experiments in new materialism. Environmental Education Research, 26(9–10), 1373–1390. doi: 10.1080/13504622.2019.1594172 CrossRefGoogle Scholar
Sinclair, P. (2001). The Murray: A River and its People. Carlton South, Victoria: Melbourne University Press.Google Scholar
Sonu, D., & Snaza, N. (2015). The fragility of ecological pedagogy: Elementary social studies standards and possibilities of new materialism. Journal of Curriculum and Pedagogy, 12(3), 258–277.CrossRefGoogle Scholar
St. Pierre, E. (2011). Post qualitative research: The critique and the coming after. In Denzin, N. K., & Lincoln, Y.S. (Ed.), The Sage handbook of qualitative research (Vol. 4, pp. 611–625). Thousand Oaks, CA: Sage.Google Scholar
St. Pierre, E. (2021). The lure of the new and the hold of the dogmatic. Qualitative Inquiry, 27(5), 480–490.CrossRefGoogle Scholar
St. Pierre, E., Jackson, A., & Mazzei, L. (2016). New empiricisms and new materialisms: Conditions for new inquiry. Cultural Studies ↔ Critical Methodologies, 16(2), 99–110.CrossRefGoogle Scholar
Stewart, A. (2018). A Murray Cod assemblage: Re/considering riverScape pedagogy. The Journal of Environmental Education, 49(2), 130–141.CrossRefGoogle Scholar
Stewart, A. (2020). Developing place-responsive pedagogy in outdoor environmental education: A rhizomatic curriculum autobiography. Cham, Switzerland: Springer Nature.CrossRefGoogle Scholar
Stewart, A., Jukes, S., Mikaels, J., & Mangelsdorf, A. (in press). Reading landscapes: Engaging with places. In Thomas, G., Dyment, J., & Prince, H. (Eds.), Outdoor environmental education in higher education: International perspectives: Springer.Google Scholar
Taylor, C. (2013). Mobile sections and flowing matter in participant-generated video: Exploring a Deleuzian approach to visual sociology. In Coleman, R., & J. Ringrose (Ed.), Deleuze and research methodologies (pp. 42–60). Edinburgh: Edinburgh Umniversity Press.CrossRefGoogle Scholar
Taylor, C., & Hughes, C. (Eds.). (2016). Posthuman Research Practices in Education. New York: Palgrave.CrossRefGoogle Scholar
Ulmer, J. B. (2017). Posthumanism as research methodology: Inquiry in the Anthropocene. International Journal of Qualitative Studies in Education, 30(9), 832–848. doi: 10.1080/09518398.2017.1336806 CrossRefGoogle Scholar
Weir, J. (2009). Murray River Country: An ecological dialogue with traditional owners. Canberra, ACT: Aboriginal Studies Press.Google Scholar
Wood, M., & Brown, S. (2010). Lines of flight: everyday resistance along England’s backbone. Organization, xx(x), 1–23.Google Scholar

Jukes et al. supplementary material

The mud

Download Jukes et al. supplementary material(Video)
Video 48.4 MB

Jukes et al. supplementary material

Encounters

Download Jukes et al. supplementary material(Video)
Video 45.6 MB

Jukes et al. supplementary material

The rivers many paths

Download Jukes et al. supplementary material(Video)
Video 33.5 MB