This book focuses on socioecological learning through the touchstone concepts of the Anthropocene, the Posthuman and Common Worlds as Creative Milieux. The editors and contributors explore, situate and interrogate social learning through transdisciplinary positionings, exemplars and theories. The eclectic and cohesive chapters unfold as a journey that may inspire innovative and unique understandings of the socioecological learner: insights that will surely be paramount as we careen towards the 22nd century and all of its as-yet-unknown challenges. Offering tangible and nuanced practice for educational leadership in socioecological learning, this pioneering book will be of interest and value to researchers and educators at all levels. This volume is sure to appeal to students and scholars of socioecological learning as well as the Anthropocene and the Posthuman.

Uses the touchstone concepts of the Anthropocene, the Posthuman and Commonworlds as Creative Milieux to focus on socioecological learning Place social learning through transdisciplinary positionings, exemplars and theories Offers multidimensional and sophisticated practice for educational leadership in socioecological learning as we approach the 22nd century

Autorentext
Amy Cutter-Mackenzie-Knowles is Professor and the Deputy Dean Research of the School of Education, Southern Cross University, Australia. Alexandra Lasczik is Associate Professor in the School of Education, Southern Cross University, Australia. Judith Wilks is Adjunct Associate Professor at Southern Cross University, Australia and the University of Notre Dame Australia. Marianne Logan is Lecturer in the School of Education, Southern Cross University, Australia. Angela Turner is Lecturer in the School of Education at Southern Cross University, Australia. Wendy Boyd is Senior Lecturer in the School of Education, Southern Cross University, Australia.

Inhalt
Foreword; Brian Wattchow.- Chapter 1. Touchstones for Deterritorializing the Socioecological Learning; A. Cutter-Mackenzie-Knowles, A. Lasczik, M. Logan, J. Wilks, A. Turner, W. Boyd.- Chapter 2. Posthumanist Learning: Nature as Event; T. Young, A. Cutter-Mackenzie-Knowles.- Chapter 3. The socioecological (un)learner: Unlearning binary oppositions and the wicked problems of the Anthropocene; R. Adam, H. Whitehouse, R.B. Stevenson, P. Chigeza.- Chapter 4. The Risky Socioecological Learner; J. Wilks, A. Turner, B. Shipway.- Chapter 5. 'It is not a question of either/or, but of 'and...and'': The socioecological learner as learner-teacher-researcher; W.E Boyd.- Chapter 6. The Socioecological Learner in Big History: Post-Anthropocene Imageries; M. Ahearn. A. Cutter-Mackenzie-Knowles and W. Boyd.- Chapter 7. Site/sight/insight: Becoming a socioecological learner through collaborative artmaking practices; D. Rousell, A. Lasczik, R. Irwin, J. Peisker, D. Ellis and K. Hotko.- Chapter 8. De-imagining and reinvigorating learning with/in/as/for community, through self, other and place; M. Osborn, S. Blom, H. Widdop Quinton, C. Aguayo.- Chapter 9. Socioecological Learners as Agents of Change: A Posthumanist perspective; M. Logan, J. Russell, F. Khatun.- Chapter 10. Un/Folding Socioecological Learning: An Aesthetic Portrayal; A. Lasczik and A. Cutter-Mackenzie-Knowles; Afterword: Green shoots in the shadow; Judith McNeill.