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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-319238
DOI: 10.25656/01:31923; 10.3384/rela.2000-7426.5214
URN: urn:nbn:de:0111-pedocs-319238
DOI: 10.25656/01:31923; 10.3384/rela.2000-7426.5214
| Title |
Composting modernity. Pedagogical practices for emplacing ourselves within the living world |
|---|---|
| Author |
Lange, Elizabeth A.  |
| Source | European journal for Research on the Education and Learning of Adults 15 (2024) 3, S. 239-259  |
| Document | full text (642 KB) |
| License of the document |
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| Keywords (German) | Erwachsenenbildung; Pädagogische Praxis; Relation; Verwandtschaft; Moderne; Nachhaltigkeit; Klima; Bildung |
| sub-discipline | Adult Education / Further Education Environmental Education |
| Document type | Article (journal) |
| ISSN | 2000-7426; 2000-7426; 20007426; 20007426 |
| Language | English |
| Year of creation | 2024 |
| review status | Peer-Reviewed |
| Abstract (English): | This article demonstrates a relationality approach to sustainability and climate education that undertakes practices to emplace humans back within the living world. Indigenous philosophies of place as well as posthumanism offer relational notions of time, space, place, and land to consider. Pedagogy-rich, the article provides practices for: restoring the history of modernity as a decolonial counternarrative; composting the most problematic beliefs and practices of modernity; providing tracings of and for possible futures; deriving pedagogical entry points of relevance to learners; and nurturing ways of being that can build a rooted, more life-giving way of being. (DIPF/Orig.) |
| other articles of this journal | European journal for Research on the Education and Learning of Adults Jahr: 2024 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 05.11.2024 |
| Citation | Lange, Elizabeth A.: Composting modernity. Pedagogical practices for emplacing ourselves within the living world - In: European journal for Research on the Education and Learning of Adults 15 (2024) 3, S. 239-259 - URN: urn:nbn:de:0111-pedocs-319238 - DOI: 10.25656/01:31923; 10.3384/rela.2000-7426.5214 |
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