Abstract
AbstractWe work in the ruins of a world that has produced those ruins (Sauvé, 2017; Tsing in The mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton University Press, 2015), this time often referred to as the Anthropocene, science educators and researchers have been called to break with post-positivism, dualisms, and reductionism to settle on new onto-epistemological grounds (Bazzul and Kayumova,.Educational Philosophy and Theory 48:284–299, 2016; Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.; Lather & St. Pierre in International Journal of Qualitative Studies in Education 26:629–633, 2013). One promising proposition lies in ontologies of process and epistemologies that expand to encompass affect with new combinations of knowing/experiencing/researching that honor the more-than-human world we need to navigate (Manning, E. (2013). Always more than one: Individuation’s dance. Duke University Press.; Muraca,.Environmental Values 20:375–396, 2011). In this chapter, I will introduce artful writing as inquiry in science education and explain the elements of magical realism that may contribute to works that reverberate with the-more-than-human world of the Anthropocene (Faris, W. (2004). Ordinary enchantments. Vanderbilt University Press.; Manning, E. (2016). The minor gesture. Duke University Press.; (Richardson & St. Pierre in The Sage handbook of qualitative research. Sage, 2005).
Highlights
Riding the conceptual currents of the anarchive
In addition to these economic and legislative mechanisms, neoliberalism acts as a “powerful public pedagogy” (Giroux, 2005, p. 14), so much so, that it may be easier to imagine the end of the world than the end of neoliberalism (Giroux, 2005)
The Anthropocene is seen by natural scientists as a problem of human activity and environmental degradation, many social scientists and researchers in the humanities see it as a problem with entrenched ways of thought (Baskin, 2015; Johnson & Morehouse, 2014; Lövbrand et al, 2015)
Summary
Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World. Riding the conceptual currents of the anarchive Momentum in many disciplines has built around addressing the issues of the Anthropocene, and it is important, for those in educational research, to take this time to engage with the opportunity that the Anthropocene presents in rewriting our destructive narrative to be more sustainable (Lloro-Bidart, 2015; Lorimer, 2017). In these turbulent times, science educators and researchers have been called to break with post-positivism, dualisms, and reductionism to settle on new onto-epistemological grounds (Bazzul & Kayumova, 2016; Haraway, 2016; Lather & St. Pierre, 2013). One promising proposition (among many) lies in ontologies of process and epistemologies that expand to encompass affect with new combinations of
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