Staying-with the traces: mapping-making posthuman and indigenist philosophy in environmental education research. (July 2020)

• Record Type: Journal Article
• Authors: Cutter-Mackenzie-Knowles, Amy; Brown, Shae L.; Osborn, Maia; Blom, Simone M.; Brown, Adi; Wijesinghe, Thilinika
• Editors: Cutter-Mackenzie-Knowles, Amy; Malone, Karen; Lasczik, Alexandra; Quinton, Helen Widdop; Rousell, David
• Is Part Of: Australian journal of environmental education. Volume 36:Number 2(2020)
• Page Start: 105
• Page End: 128
• Publication Date: 2020-07
• Subjects: posthuman, -- indigenist knowings, -- more than human, -- philosophy, -- staying-with, -- arts-based education research methodologies; Environmental education -- Periodicals; Environmental education -- Australia -- Periodicals; Conservation of natural resources -- Study and teaching -- Periodicals; Conservation of natural resources -- Study and teaching -- Australia -- Periodicals; Ecology -- Study and teaching -- Periodicals; 333.7071
• DOI: 10.1017/aee.2020.31
• Languages: English
• ISSNs: 1380-2038

Abstract

Abstract: We acknowledge and pay respect to the people of the Yugambeh Nation on whose Land we work, meet and study. We recognise the significant role the past and future Elders play in the life of the University and the region. We are mindful that within and without the buildings, the Land always was and always will be Aboriginal Land. 1 This paper introduces staying-with the traces of inter/intra-subjective experience, with and within place, in mapping-making philosophy in environmental education. Through a conceptualisation of philosophy as concepts or knots in an infinite composition of knowledge, rather than separate knowledges, we use staying-with the traces 2 as method, whereby our embodied patterns of human and more than human relationality across place and time may engage with philosophy. This grounding of philosophy foregrounds the diverse onto-epistemologies of posthumanism and indigenist 3 ways of knowing, acknowledging tensions and searching for the possibilities of connectivity between them. Through an embodied arts-based walking practice, our approach challenges the perpetuation of reductionist perspectives, including nature/culture binaries, within environmental education. We stay with the traces of bird, meeting, tree, watery and concrete in mutual inseparable relation and becoming.