{"id":252,"date":"2022-06-05T08:00:00","date_gmt":"2022-06-05T07:00:00","guid":{"rendered":"https:\/\/blogs.bath.ac.uk\/education\/?p=252"},"modified":"2022-06-01T18:48:02","modified_gmt":"2022-06-01T17:48:02","slug":"revitalising-education-for-only-one-earth","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/education\/2022\/06\/05\/revitalising-education-for-only-one-earth\/","title":{"rendered":"Revitalising Education for \u2018Only One Earth\u2019"},"content":{"rendered":"

Blog to mark World Environment Day and World Ocean Day 2022<\/strong><\/p>\n

Eliane Bastos, Hannah Hogarth, Charlotte Hankin, Elisabeth Barratt Hacking, Department of Education, University of Bath<\/strong><\/p>\n

\"A<\/a>
A swell forming in the horizon challenging traditional, safe ways of doing educational research and practice. Eliane Bastos, 2021<\/figcaption><\/figure>\n

There is a swell forming in the Department of Education inviting thinking and doing in educational research and practice that reimagines education\u2019s role as a revitalising force to recognise and animate the interconnected nature of life. We are inspired by Childhoodnature, a term used to acknowledge children as nature and that has led to a growing movement advocating for more relational approaches in Environmental Education. This is the first of a blog series over the coming months sharing our experiences as educational researchers in this field.
\nIn early June, we celebrate World Environment Day and World Ocean Day, which this year are themed \u2018Only One Earth\u2019 and \u2018Revitalization: Collective Action for the Ocean\u2019, respectively. These are stark reminders that humans\u2019 demand for 1.6 Earths is simply not sustainable, and that urgent collective action is needed. In response, we consider the possibilities research and practice can offer to re-imagine education in\/on\/with\/for our planet.
\nEducation plays an important role in creating norms, with potential to create decisive, long-lasting change. However, it is a system that traditionally resists change, arguably imbued with excessively human-centric pedagogies and practices. We argue however, that education is one way to bring to the fore the interconnectedness of all life, with potential to break down the human-nature divide that has become the dominant worldview in education.<\/p>\n

\"Child<\/a>
A snail\/leaf\/child encounter in an urban city park. Image: Hannah Hogarth, 2022<\/figcaption><\/figure>\n

Our research and practice explores the various ways education is entangled with the spaces, structures, policies and practices, as well as with many living and non-living others. We argue education should privilege more equal human-non-human relations, which involve a decentring of the human. This does not mean removing humanity and all its attributes, but instead blurring the lines that divide humans from nature physically, linguistically, ethically and emotionally, acknowledging that we are inescapably entangled within our ecosystems.
\nThe revitalised education that we envisage cannot be contained in curricula or measured with assessments, nor can it take place behind classroom walls with passive learners, or be led by adults and serve only humans. Instead, in our view, vitality is inert and cannot be contained, and should be enabled through education.
\nWe invite you to join us in thinking of ways we might revitalise education to create and more hope-ful and response-able futures for all living things, nurturing the swell forming at Bath to ripple far and wide supporting an education for \u2018Only One Earth\u2019.<\/p>\n","protected":false},"excerpt":{"rendered":"

Blog to mark World Environment Day and World Ocean Day 2022 Eliane Bastos, Hannah Hogarth, Charlotte Hankin, Elisabeth Barratt Hacking, Department of Education, University of Bath There is a swell forming in the Department of Education inviting thinking and doing...<\/p>\n","protected":false},"author":1078,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[5,24,80],"tags":[],"class_list":["post-252","post","type-post","status-publish","format-standard","hentry","category-internationalisation-and-globalisation-of-education","category-learning-pedagogy-and-diversity","category-student-posts"],"acf":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/posts\/252","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/users\/1078"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/comments?post=252"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/posts\/252\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/media?parent=252"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/categories?post=252"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/education\/wp-json\/wp\/v2\/tags?post=252"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}