Dark pedagogy : Speculative realism and environmental and sustainability education

• This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Environmental Education; Dark Pedagogy; Object-oriented ontology; speculative realism

Pedagogik

Education

Curriculum Studies

Didaktik

Publikations- och innehållstyp

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