Entanglements of Matter and Meaning: The Importance of the Philosophy of Karen Barad for Environmental Education
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| Title: | Entanglements of Matter and Meaning: The Importance of the Philosophy of Karen Barad for Environmental Education |
|---|---|
| Language: | English |
| Authors: | Brown, Shae L. (ORCID |
| Source: | Australian Journal of Environmental Education. Nov 2020 36(3):219-233. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Environmental Education, Educational Research, Feminism, Educational Theories, Educational Philosophy, Realism |
| DOI: | 10.1017/aee.2019.29 |
| ISSN: | 0814-0626 |
| Abstract: | The rich and innovative ideas of quantum physicist and feminist theorist Karen Barad have much to offer environmental educators in terms of practical theories for teaching and learning. This article shares insights gained from a facilitated conversation at the Australian Association for Environmental Education (AAEE) Conference Research Symposium, and offers an introduction to Barad's theories for environmental educators. At this time of challenging planetary imperatives, environmental education is increasingly called upon to contribute to students' understanding of connectedness, and Barad's theory of agential realism provides a way to think about, articulate and engage with connectedness as inherent within the world rather than something we need to create. By considering entanglement as a fundamental state, we understand that separateness is not the original state of being. This shift in perspective supports a subtle yet powerful approach to knowledge, communication and collaboration, understanding difference as integral within the world's entangled becoming. The convened conversation sought to explore Barad's thinking by defining and discussing the concepts of agential realism, intra-action, material-discursivity, phenomena and diffraction. Barad's ideas were used to collectively explore what it means to be intraconnected and entangled in today's world, and specifically how these concepts and experiences relate to our work and lives as environmental educators and researchers. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1278433 |
| Database: | ERIC |
| Abstract: | The rich and innovative ideas of quantum physicist and feminist theorist Karen Barad have much to offer environmental educators in terms of practical theories for teaching and learning. This article shares insights gained from a facilitated conversation at the Australian Association for Environmental Education (AAEE) Conference Research Symposium, and offers an introduction to Barad's theories for environmental educators. At this time of challenging planetary imperatives, environmental education is increasingly called upon to contribute to students' understanding of connectedness, and Barad's theory of agential realism provides a way to think about, articulate and engage with connectedness as inherent within the world rather than something we need to create. By considering entanglement as a fundamental state, we understand that separateness is not the original state of being. This shift in perspective supports a subtle yet powerful approach to knowledge, communication and collaboration, understanding difference as integral within the world's entangled becoming. The convened conversation sought to explore Barad's thinking by defining and discussing the concepts of agential realism, intra-action, material-discursivity, phenomena and diffraction. Barad's ideas were used to collectively explore what it means to be intraconnected and entangled in today's world, and specifically how these concepts and experiences relate to our work and lives as environmental educators and researchers. |
|---|---|
| ISSN: | 0814-0626 |
| DOI: | 10.1017/aee.2019.29 |
