Nature matters: diffracting a keystone concept of environmental education research – just for kicks

Mcphie, Jamie ORCID: https://orcid.org/0000-0001-5290-1685 and Clarke, David A.G. ORCID: https://orcid.org/0000-0002-4330-0818 (2018) Nature matters: diffracting a keystone concept of environmental education research – just for kicks. Environmental Education Research, 26 (9-10). pp. 1509-1526.

Preview

PDF - Accepted Version Available under License CC BY-NC Download (744kB) | Preview

Abstract

As a keystone species the concept ‘nature’ plays a vital role in shaping our world. In this article, we think with the material turn about the concept nature due to its significant performativity in its role within environmental education and research. How nature is conceived is played out on a massive scale as matter itself is morphed through conceptual processes. Therefore, we focus on the matter(ing) of conceptual abstraction, the physical effects – and affects – of thinking a thing into existence. We initiate a pluralistic thought experiment that purposefully diffracts nature into eight performances, to see what it does. The concept nature performs ecologically and enacts trophic cascades. This exploration highlights feats of racism, classism, androcentrism, colonialism, homogenization, and mass extinction. What we are proposing is an environmental literacy that attends to what a concept is capable of, what a concept can do, and perhaps even what a concept can prevent, post-nature.

Item Type:	Article
Journal / Publication Title:	Environmental Education Research
Publisher:	Taylor & Francis (Routledge)
ISSN:	1469-5871
Departments:	Academic Departments > Science, Natural Resources & Outdoor Studies (SNROS) > Outdoor Studies
Depositing User:	Anna Lupton
Date Deposited:	30 Nov 2018 12:06
Last Modified:	12 Jan 2024 20:46
URI:	https://insight.cumbria.ac.uk/id/eprint/4235

Downloads