Abstract
This introductory paper begins by summarizing the premises of this special issue on “Wilding Educational Policy.” That is, first, current normalized educational practices in education are not adequate for these times of extraordinary social and ecological upheaval. Second, an important way forward will be to problematize modernist tendencies to control discourse and practice in education in ways that tend to “domesticate” educational possibilities. We then describe how the papers in this collection are framed around two emergent thematic arcs. One arc is directly aimed at initiating conversations with and amongst policy-makers. The other arc illustrates how authors have been expanding their understanding of the premises of this issue and how “wilding” can be interpreted in different cultural settings. These papers all add to a growing body of literature that builds on experiments and musings in “wild pedagogies.”
Highlights
This introductory paper begins by summarizing the premises of this special issue on “Wilding Educational Policy.” That is, first, current normalized educational practices in education are not adequate for these times of extraordinary social and ecological upheaval
Rather we wish to challenge existing assumptions, to rethink possibilities, to push open the doors to educational opportunities, to expose the limits imposed upon epistemology, and to embrace the learning opportunities arising from being present to the more-than-human world
What is required in our times? We suggest, through wilder pedagogies, a reimagining of relationships that are less human-centered, hierarchical, or controlling
Summary
This introductory paper begins by summarizing the premises of this special issue on “Wilding Educational Policy.” That is, first, current normalized educational practices in education are not adequate for these times of extraordinary social and ecological upheaval. Ideas of human control go to the heart of relationships, and we assert that there is a need to enact alternative relationships within a more-than-human world In this special issue we first wish to bring attention to ways that educational policy-makers might challenge the normalized practices of exerting human-centered control, and second, to open doors to different possibilities. The desire for control often plays out in our educational institutions in ways that make things measurable, routine, universal, and work to delineate ways of being It is made manifest in many ways throughout education—often working to push educational practices into particular rationalistic ways of seeing the world. Such worldviews frequently run contrary to lived-experiences of learners, teachers, and parents. We are interested in how we might start pushing back on domestication and the desire for control in education and supporting a wilding of educational policy
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