ERIC Number: EJ1407135
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0095-8964
EISSN: EISSN-1940-1892
Re-Storying Schools as "Research Sites" of Climate Change in the "Chthulucene": Diffractively Reading through the Land of a Primary School in South Africa
Journal of Environmental Education, v55 n1 p52-63 2024
Inspired by Karen Barad's agential realism and Donna Haraway's use of the Chthulucene, our paper profoundly troubles and unsettles the humanist subject that has been the cause of so much trouble. Re-turning to a government primary school in Cape Town as the "research site," we adopt temporal and spatial diffraction as a postqualitative research methodology. The colonial practices related to land ownership, are not in the past, but remain in its be(com)ing. Land "use" in South Africa during Apartheid, was, and still is, a form of violence. Thinking-with Neimanis and McLauchlan, we understand a school as not separate from the phenomenon of climate change, but as one of its sites and as a feminist project. A diffractive image articulates aesthetically and politically how the land as the more-than-human is a significant part of the phenomenon and queers school as a concept and "research site."
Descriptors: Foreign Countries, Climate, Environmental Education, Elementary Schools, Colonialism, Feminism, Land Settlement, Racism, Humanism, Research Methodology, Physical Environment
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Cape Town)
Grant or Contract Numbers: N/A