Towards a post-humanist design for educational inclusion. Proposing a study pedagogy for litter polluted critical zones.

Autor/inn/en	Swillens, Viktor; Decuypere, Mathias; Vandenabeele, Joke; Vlieghe, Joris
Titel	Towards a post-humanist design for educational inclusion. Proposing a study pedagogy for litter polluted critical zones.
Quelle	In: European journal for Research on the Education and Learning of Adults, 14 (2023) 3, S. 379-395Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:28013 10.3384/rela.2000-7426.4660
URN	urn:nbn:de:0111-pedocs-280136
Schlagwörter	Abfall; Belgien; Erwachsenenbildung; Gerechtigkeit; Küste; Verschmutzung; Inklusion; Küste; Gerechtigkeit; Bildung für nachhaltige Entwicklung; Abfall; Sozio-Ökologie; Umweltpädagogik; Verschmutzung; Nachhaltige Entwicklung; Erwachsenenbildung; Belgien
Abstract	In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fishermen, seals, birds, litter pickers, tourists, plastic producers) constitute a 'sick' habitat. Based upon our theory-driven participatory action research with adult inhabitants of the litter polluted Belgian coast, we conclude that a study pedagogy has the power to constitute collective events of emancipation in which inhabitants of damaged living environments can start to inhabit these places, i.e., they become (more) attentive to the reciprocal relationships with other human and non-human entities and respond accordingly with care towards these entanglements. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1