Article

Re-assembling environmental and sustainability education: orientations from New Materialism

Citation

Mannion G (2019) Re-assembling environmental and sustainability education: orientations from New Materialism. Environmental Education Research. https://doi.org/10.1080/13504622.2018.1536926

Abstract
A growing number of scholars call for the use of New Materialist frameworks for research across social and natural sciences. In general, however, there is little rigorous, in-depth or detailed advice on how postqualitative research is to be empirically conducted. Also, what the implications might be for environmental and sustainability education remain unclear. In response, drawing on data from a place-responsive heritage education project, employing theory from Deleuze and Guattari, I provide orientations for Assemblage Pedagogy and Assemblage Research. Assemblage Pedagogy involves educating for more sustainable ways of life through: (1) Interrupting existing education assemblages and experimenting with new approaches, (2) Practicing, relating, and entangling 'from the middle', involving the human and more-than-human to actualise the capacities and relations needed, and, (3) Evoking and performing new practices and expressions designed to create more sustainable ways of life. Wider implications for researching environmental and sustainability education are considered.

Keywords
Relational; new materialism; Deleuze; environmental education; place-responsive; assemblage;

Notes
Output Status: Forthcoming/Available Online

Journal
Environmental Education Research

StatusPublished
FundersThe Ernest Cook Trust and Heritage Lottery Fund
Publication date12/01/2019
Publication date online12/01/2019
Date accepted by journal24/09/2018
URLhttp://hdl.handle.net/1893/28614
PublisherInforma UK Limited
ISSN1350-4622
eISSN1469-5871