Abstract
To challenge the idea that the Earth is something to learn about from detached and distant human positions, this chapter begins the project of (re)conceptualising binary classifications through the possibilities (and promises) of posthumanist performativity to generate new and different worldmaking practices in, and for, environmental education. Grappling with what it means to be human living amongst impoverished social and environmental systems, this chapter offers a (re)configuring of human/Earth relationships as entangled/differentiated, and thus, opens environmental education to ethical horizons of hope within co-implicated and shared futures.
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