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| Autor/inn/en | White, Ricky John; Wolfe, Melissa Joy |
|---|---|
| Titel | Education through Smoke and Ash: Thinking without Method and the Argument for a Post-Growth Education |
| Quelle | In: Australian Journal of Environmental Education, 38 (2022) 3-4, S.462-475 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (White, Ricky John) ORCID (Wolfe, Melissa Joy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0814-0626 |
| DOI | 10.1017/aee.2022.33 |
| Schlagwörter | Climate; Ecology; Environmental Education; Educational Objectives; Teaching Experience; Natural Disasters; Fuels; Fire Protection; Political Attitudes; Economic Development; Educational Change; Foreign Countries; Australia |
| Abstract | This paper speculates as to the material consequences of the ecological crisis for the current objectives of the education system in the State of Victoria. Drawing upon new materialist thought, it presents a post-qualitative inquiry into the lead author's experiences as an educator during a 2014 fire event in the Latrobe Valley region of Gippsland, Victoria, Australia, known as the Hazelwood Coal Mine Fire. By engaging in thinking without method it unfolds an argument that a political preference for certain theories has resulted in economic growth becoming a key objective of Victoria's education system. It explores alternative theoretical perspectives, including the theory that there are limits to growth. This theoretical shift implies that any meaningful response to the ecological crisis will require a transition to a post-growth society. The paper considers the implication of this alternative theory for the current objectives of the education system in the State of Victoria. In so doing, it considers what it might mean if we accepted our response-ability to educate for a post-growth society rather than for a society surrounded by smoke and ash. (As Provided). |
| Anmerkungen | 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://www.cambridge.org/core/what-we-publish/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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