Acknowledging the agency of a more-than-human world: material relations on a Snowy River journey

Jukes, Scott; Stewart, Alistair; Morse, Marcus

doi:10.1007/s42322-019-00032-8

Cited by 18 publications

(5 citation statements)

References 30 publications

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“…There is much in this short quote that we continually return to, both in this paper, but also our other work (see Jukes, 2020bJukes, , 2021Jukes and Reeves, 2020;Jukes et al, 2019;Stewart, 2018). In this way, too, we tend to think of reading as not just an act but also a metaphor.…”

Section: Interlude: Words and Ontological Assumptionsmentioning

confidence: 80%

“…In this research project, we take some of these ontological assumptions and embed them within our empirical investigation of outdoor learning contexts. This builds upon some of our previous work, where we have sought to acknowledge the agency of the morethan-human world (Jukes et al, 2019;Jukes and Reeves, 2020). Importantly, agency is not a thing but a doing, an enactment, a becoming and acknowledging that events (such as outdoor learning) are co-constituted/shaped by non-humans is crucial if we are to tackle and break free from of the 'metaphysical entrapment' of the western tradition of a 'staticised worldview' (Clarke and Mcphie, 2014, p. 203).…”

Section: Interlude: Words and Ontological Assumptionsmentioning

confidence: 89%

“…Pierre, 2017;Mcphie and Clarke, 2019). Encouraged by this diversity of theoretical movements and the new avenues for thought they provide, we have been experimenting with some of these 'post' philosophies in our field of outdoor environmental education (OEE) (see, e.g., Jukes, Stewart and Morse, 2019;Jukes and Reeves, 2020;Jukes, 2020aJukes, , 2020bJukes, , 2021Stewart, 2018Stewart, , 2020. Our engagement with these alternate ways of doing inquiry has prompted…”

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confidence: 99%

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

Jukes

Stewart

Morse

2021

Aust. J. environ. educ.

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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.

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Section: Interlude: Words and Ontological Assumptionsmentioning

confidence: 80%

Section: Interlude: Words and Ontological Assumptionsmentioning

confidence: 89%

mentioning

confidence: 99%

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

Jukes

Stewart

Morse

2021

Aust. J. environ. educ.

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“…Yet as I have argued previously, following rivers and being open to all manner of encounters, including the harsh realities of environmental damage, can be educative (Jukes, Stewart & Morse, 2022). Even the affective power of rubbish can provide a pedagogical provocation (Jukes, Stewart & Morse, 2019…”

mentioning

confidence: 97%

A Review of ‘Bad River: The Cooks River’ - Film by Beau Miles. Published on YouTube 28 July, 2022.

Jukes

2023

Aust. J. environ. educ.

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Link to film: https://www.youtube.com/watch?v=xmxKUwB8VFQI have always had a fascination for rivers. I grew up camping by them every long weekend. The water captivated me, and I would spend hours moving river rocks, making pools and dams until I was chilled to the bone. As I grew up, I fell deeper in love with rivers through paddling. I became a river guide and an outdoor environmental educator, where I share my fascination and love of rivers with students. And it is carrying this backstory with me that I came to watch Bad River: The Cooks River (or 'Kayaking the sickest urban river in Australia' as the video is titled on YouTube). The short film jolted and provoked me, thus now I'm writing this review to unpack some aspects of the film and what it may offer outdoor and environmental education practitioners.Bad River: The Cooks River is the first of four films to be released by Beau Miles and his coproducers Mitch Drummond and Jodi Evans. The basic concept of the film involves Beau (an adventurer and former lecturer of outdoor education) paddling an old kayak down what is proclaimed the sickest river in Australia. Beau describes this river as "an overwhelmed watershed unable to cope with so many humans" (Miles, 2022, 00.21). What drives Beau's adventure (and resultant short film) is the desire to see what makes a "bad river" bad. Hence, he sets out so see "every inch of the sickest urban river in Australia" (01.05), roughly 20 km, by simply following it in his kayak.The film is alluring, confronting some of the issues of colonisation and urbanisation in an engaging style. As Beau demonstrates, small waterways in urban areas have been controlled and domesticatedmade efficient. But they are also forgotten unseen places that cop the abuse of consumptive throwaway lifestyles. Beau takes you on his journey and you feel the shock and disgust with him as he sees the state of the waterway. The most affective moment is when Beau finds himself waste deep in water full of plastic waste, balls, polystyrene and who knows what else. Words are lost. A positive outlook and spirit of adventure wear thin. What is left is a profound silence that speaks volumes. Unsure how to react, the usually jovial and good-humoured Beau appears muted. Afterwards he proclaims that "every student of Sydney should see this" (11.10) and that the river "needs love" (11.35). I agree.In outdoor education, we often head to wild, beautiful places and enjoy time outdoors. This can have a romantic undertone, where we aim to appreciate a wild nature. Yet as I have argued previously, following rivers and being open to all manner of encounters, including the harsh realities of environmental damage, can be educative (Jukes, Stewart & Morse, 2022). Even the affective power of rubbish can provide a pedagogical provocation (Jukes, Stewart & Morse, 2019

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“…They found that new embodied relations to places emerge through outdoor skill development, place-based stories and journeying. Similarly,Jukes, Stewart and Morse (2019), re-worked empirical data collected on an outdoor education river trip with New Materialism. Challenging anthropocentrism, they found that physical materials encountered on the river trip (litter) acted with agency in how discourses and actions towards littering were generative.…”

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confidence: 99%

Place-responsive Pedagogies in the Anthropocene: attuning with the more-than-human

Lynch

Mannion

2021

Environmental Education Research

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Drawing on New Materialist frameworks for environmental and sustainability education, we extend and deepen our understanding of contemporary place-responsive pedagogies in the light of our human-impacted geological epoch, the Anthropocene, and its allied environmental concerns. Empirically, we explore for the first time in a new and original way, the role of the more-than-human in educators' planning and enactment of place-responsive pedagogies. We show that place-responsive pedagogies are derived from ongoing attunements reciprocally made by all participants to each other -educators, learners, and the more-than-human -and between the place of learning and these participants. Findings show that these attunements emerge from socio-environmental processes and features of a place, but this article also shows the critical importance of (i) what educators and learners are able to notice and respond to, (ii) how educators choose to build upon this noticing and response-making, and (iii) how they actively incorporate the agencies of the more-than-human into teaching and learning. Wider implications for researching environmental and sustainability education are considered.

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Acknowledging the agency of a more-than-human world: material relations on a Snowy River journey

Cited by 18 publications

References 30 publications

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

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

A Review of ‘Bad River: The Cooks River’ - Film by Beau Miles. Published on YouTube 28 July, 2022.

Place-responsive Pedagogies in the Anthropocene: attuning with the more-than-human

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