How does ‘caring, knowing, responding’ help mobilize common worlding pedagogies for high school?
Shared by MIRIAM POTTS
How does ‘caring, knowing, responding’ help mobilize common worlding pedagogies for high school?Through my doctoral inquiry, I have been wondering how my eco-centric framework of ecophilia, ecoliteracy and ecojustice could be amplified with common worlding pedagogy. I have come to think with caring, knowing, responding. Each of these practices is anchored in more-than-human, relational onto-epistemologies, and situated, decolonizing material-discursive practices*.
Caring, knowing, responding is helping activate common worlding pedagogies and the big, gnarly, and sometimes terrifying ideas of living in the Anthropocene for ‘Manna High’, the school with whom this research is forming. Through caring, knowing, responding, we are building an approach to learning-with (Haraway, 2016) the more-than-human ‘Bluestone Creek’ community through questions like – ‘What would it take to care about this place and the (more-than-human) locals?’ ‘Do caring relations happen through getting to know the locals?’ ‘Does visiting regularly, noticing changes over time help us learn how to respond, to become attentive to others?’ ‘How could we care, know and respond to each other?’
*A tiny snapshot of the literatures on which this is based:
References
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