This book conceptualizes ecopedagogies as forms of educational innovation and critique that emerge from, negotiate, debate, produce, resist, and/or overcome the shifting and expansive postdigital ecosystems of humans, machines, nonhuman animals, objects, stuff, and other forms of matter. Contemporary postdigital ecosystems are determined by a range of new bioinformational reconfigurations in areas including capitalism, imperialism, settler-colonialism, and ontological hierarchies more generally. Postdigital ecopedagogies name a condition, a question, and a call for experimentation to link pedagogical research and practice to challenges of our moment. They pose living, breathing, expanding, contracting, fluid, and spatial conditions and questions of our non-chronological present. This book presents analyses of that present from a wide spectrum of disciplines, including but not limited to education studies, philosophy, politics, sociology, arts, and architecture.
Recenzijos
The new book Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures may bring solace to a reader who feels jaded and overwhelmed by current environmental and sociopolitical crises. The overall direction of the book is optimistic. The book offers the possibility of exodus- through reconfiguration of alternatives-and postdigital ecopedagogies will be key in supporting that, along with knowledge about how we got here and what is constraining us from seeing the alternatives. (Christine Sinclair, Postdigital Science and Education, Vol. 4 (3), 2022)
Foreword.- Introduction.- Part 1: Theories .- Postdigital
Ecopedagogies: Genealogies, Contradictions, and Possible
Futures.-Hypermodernity, Adaptation, and Education - Alexander J.
Means.- Dialogic teleologies in the great reset - Greta Goetz.- Touching
Correspondence: Walking dogs and writing letters.- Postdigital voices:
Subjectivity, power, and pedagogy.- Part 2: Decolonization.- Decolonizing
Ecopedagogies: Beyond a Settler Education.- Postdigital Ecopedagogical
Praxis: Toward Decolonial And Affirmative Biopolitical Horizons.- Pan African
Socialism and Decolonial Trajectories: Postdigital
Implications.- Insurrectional democracy, military perversion and the quest
for environmental peace: the last frontiers of ecopedagogy before
us.- Ecopedagogy and new imaginaries: Can critical media literacy offer hope
for reimagining a world without digital divides of (neo)coloniality,
(eco)racism, and anthropocentrism?.- A diffractive vision for postdigital
tertiary education in a Hybrid University in Aotearoa, New Zealand.- Part
3: Education.- Composting the anti-human University.- Ecopedagogies of
attainment and progress in postdigital contexts.- Towards second-wave
architectural ecopedagogies: the continuing need for revolutionary praxes in
built environment education.- Speculative Postdigital Ecopedagogies and
Cinematic Cephalopods: Thinking-with (yet-to-come) Walks with Strangers.- Ear
to the Ground: The Pedagogical Potential of Site-Specific Sound
Art.- Postdigital intercreative pedagogies: ecoeducational practices for the
commons.- Ecopedagogy is the Pedagogy Against Capital: Need for a Radical
Rupturing of the Dehumanised Faēade Beyond the Concessionary Liberal
Politics.- Malfunctioning right in our backyards OR the strangeness of
ecological awareness.- Gretas Choice.- Afterword.
Petar Jandri is Professor at the Zagreb University of Applied Sciences, Croatia, and Visiting Professor at the University of Wolverhampton, UK. His previous academic affiliations include Croatian Academic and Research Network, National e-Science Centre at the University of Edinburgh, Glasgow School of Art, and Cass School of Education at the University of East London. He is Editor-in-Chief of Postdigital Science and Education journal and book series.
Derek R. Ford is Assistant Professor of Education Studies at DePauw. Hes written six books, the latest of which is Marxism, Pedagogy, and the General Intellect: Beyond the Knowledge Economy (2021) and Inhuman Educations: Jean-Franēois Lyotard, Pedagogy, Thought (2021). Hes associate editor of Postdigital Science and Education and assistant editor of the Journal for Critical Education Policy Studies. Ford is also a contributing editor at The Hampton Institute.
