Is the theory of wild pedagogies precisely the utopian philosophy the anthropocene needs?

Hempsall, Catherine (2022) Is the theory of wild pedagogies precisely the utopian philosophy the anthropocene needs? Canadian Journal of Environmental Education, 25 . pp. 222-236.

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Abstract

This paper uses six common aspects of utopias to evaluate the theory of Wild Pedagogies. Individuals—and especially writers—generate utopian ideas in times of upheaval and change. The climate crisis has created a need for exactly this kind of radical thinking. In an education system that is designed to uphold the neoliberal consensus, the development of the theory of Wild Pedagogies challenges the domestication of current pedagogies. Wild Pedagogies attempt to privilege the planet’s more-than-human presence, whose voices desperately need to be heard, by emphasizing the role of nature as co-teacher. This paper finds that the theory of Wild Pedagogies performs as an abstraction, rather than an iteration, of outdoor learning. It provides an overarching philosophical framework that challenges the status quo, and its tenets fulfill the criteria needed to achieve a utopia for the Anthropocene.

Item Type:	Article
Journal / Publication Title:	Canadian Journal of Environmental Education
Publisher:	Open Journal Systems
ISSN:	1205-5352
Departments:	Institute of Science and Environment > Outdoor Studies
Depositing User:	Anna Lupton
Date Deposited:	04 Oct 2022 10:25
Last Modified:	31 Jan 2024 18:43
URI:	https://insight.cumbria.ac.uk/id/eprint/6629

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