Mindy Blaise
Biographic Data
| ID | 259164 |
|---|---|
| NAME | Mindy Blaise |
| GIVEN NAMES | Mindy |
| FAMILY NAME | Blaise |
| SIGNATURE | BLAISE M |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0003-2476-9407 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 142 |
| AUTHOR COUNT | 41 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
“Women are discriminated against on the basis of sex”: Anti-trans epistemologies in Australian universities
This article offers an analysis of qualitative data from a multi-phased project entitled Understanding and Addressing Everyday Sexisms in Australian Universities. The project’s key aim was to improve the ways in which gender-based discrimination is understood and addressed in Australian universities. It achieved this aim through adopting a situated, intersectional, and creative approach to data generation and analysis. The authors examine data fr…
Re-viewing Children’s Relations with Waste through Commoning, Worlding and Inheriting
Feminist environmental educators have been calling for new ways of dismantling traditional separations such as nature–culture for reconfiguring human–environment relations. The Common Worlds Research Collective is an interdisciplinary research network made up of educators and researchers that conduct feminist and anticolonial pedagogical and methodological work concerned with more-than-human worlds. This visual essay takes inspiration from the in…
Sexisms and gender-washing in Australian academia: Public front, private realities
This paper offers an analysis of selected survey findings from a mixed methods research project, entitled Understanding and Addressing Everyday Sexisms in Australian Universities. The project is situated within the context of the negative impact of gender-based discrimination upon the higher education sector in Australia and internationally. The findings discussed in this paper relate to quantitative analyses of selected items from a national sur…
Thinking & doings with(in) collaboratories
This article introduces the special issue on collaboratories. Collaboratories create spaces for collaborative experimentation with children, generating vital opportunities not only for exchange and networking but also for speculation and inquiry as we compose and nurture conditions that respond to the question of what it means to live ethically in situated common worlds. Drawing on our work within the Common Worlds Research Collective, this intro…
Animating Soil: Cultivating Young Children’s Soil Relations
This article explores young children’s relations with soil, drawing on research that positioned soil as animate, lively and interconnected. The paper investigates how animist approaches offered a mode of encounter for children and their teachers, encouraging them to see themselves as part of a larger ecological community. The research began with a “soil biome immersion” experience where teachers engaged with soil through sensory and arts-based ex…
A Living Feminist Postdevelopmental Lexicon for Early Education
Expanding the important body of work that addresses child development’s limitations and responding to the ecological crisis that threatens the future of life on Earth, this article proposes a living feminist postdevelopmental lexicon. The lexicon introduces 26 concepts that together challenge the theory/practice divide, disrupt Cartesian modes of subjectivity, reorient taken-for-granted ideas as problematic in early education, open up early educa…
‘Dear Annette…….’: Learning through our letters
Feminist environmental educational researcher Annette Gough’s recently published book Gender and Environmental Education is a collection of articles that have been foundational to the field of feminist environmental education. This paper shows how two feminist scholars creatively reviewed this book relationally. In doing so, reading, writing, and citational practices were reinvented to create room for generating multiple knowledge relations and c…
Masculinism, institutional violence and #MeToo: Understanding Australian University responses to the Covid-19 pandemic
This article offers an analysis of data from the project Sexism, Higher Education, and Covid-19: The Australian Perspective. The authors argue that the gendered impact of the pandemic in Higher Education Institutions constitutes a form of institutionally perpetrated sexist harassment, and that raising awareness of the ways in which institutions themselves enable and perpetrate such harassment is consistent with the aims of the #MeToo movement. Th…
Sexisms and Un/welcome Diversity in Australian Universities
Vulnerable reading practices for ecosocial justice in environmental education
Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulner…
Australian university websites as colonialities of gender
This paper offers analysis of the first phase of a research project, Understanding and Addressing Everyday Sexisms in Australian Universities. This phase involved a critical content analysis of all 39 of Australia’s public university websites, focusing on how they represent gender, absences in relation to gender and the navigability of the websites in relation to gender equity policy. Drawing on Maria Lugones’s colonialities of gender, this paper…
Learning to care for Dangaba
In a Kimberley place-based cultural story, Dangaba is a woman whose Country holds poison gas. Her story shows the importance of cultural ways of understanding and caring for Country, especially hazardous places. The authors contrast this with a corporate story of fossil fuel, illustrating the divergent discourses and approaches to place. Indigenous and local peoples and their knowledge, cultures, laws, philosophies and practices are vitally impor…
Indigenous philosophy in environmental education
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‘I'm broken but I'm alive’: Gender, Covid-19 and higher education in Australia
This paper reports on a project conducted between July 2020 and March 2021 that was developed within the context of COVID-19 and explored the ways in which Australian universities responded to the pandemic and the gendered effects of these responses. This paper demonstrates that sexist and gender discriminatory practices were amplified by the pandemic and that the gendered division of labour within higher education was made more apparent. We cont…
Unsettling “reduce-reuse-recycle”: The provocation of wastepaper and “discarding well”
This article engages with discard studies scholarship to interrogate findings from a study that set out to deliberately follow wastepaper in an early childhood setting. The study, which used participatory methods positioning teachers and children as research partners, began with purposeful noticing and attunement to paper’s movements and materiality. This attentiveness defamiliarized paper and the ways in which it is known and experienced. It led…
Performing feminist research: Creative tactics for communicating Covid-19, gender, and higher education research
Presenting research findings outside of the form of a traditional research report requires different modes of making and communicating. This paper offers an account of how The #FEAS Report, a satirical news video, was made to communicate the findings from interviews and a survey as part of the mixed-methods study, Sexism, Higher Education, and COVID-19: The Australian Perspective to a wider public. Three creative tactics for research communicatio…
Child Studies Multiple: Collaborative play for thinking through theories and methods
This text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, 'un-closure' , and uncertainty in order to investigate the (e)motions and complexities of being either a…
Learning regenerative cultures: Indigenous nations in higher education renewal in Australia
What is regenerative learning in Australian higher education? This paper addresses the intersecting crises of climate, species loss and injustice; often called a conceptual emergency. We tackle the problem of disciplinary compartmentalisation, preventing integration of important related concepts. The particular case is separation of the Australian Curriculum Cross-curriculum Priorities at school and university for teaching, learning and research …
Pedagogical documentation and the refusal of method: Troubling dogmas and inviting collective obligations
This article explores how pedagogical documentation, as the refusal of method, can be aligned with post qualitative inquiry, opening up possibilities for refuting dogmas and methods in early childhood pedagogy, theory, practice, and research. It delineates understandings of pedagogical documentation in the educational project of Reggio Emilia, and describes dogmatic (or unthought) practices which influence perceptions and uses of pedagogical docu…
Common Worlds Justice in Post-Anthropocentric Education: Attuning to the More-Than-Human through Walking with Sound and Smell
Onrushing ecological precarity and collapse disproportionately affects particular humans and their common worlds. This article proposes that in the face of the myriad crises the Earth is experiencing, and the uneven distribution of their effects, extending conceptions of justice in education beyond the human is crucial. This, however, requires honing the ability to notice and attune to the common worlds we inhabit. Drawing on research which deplo…
Regeneration time: Ancient wisdom for planetary wellbeing
In these regenerative times prompted by the Anthropocene, Aboriginal voices are situated to draw on ancient wisdom for local learning and to share information across the globe as ecological imperative for planetary wellbeing. In this paper, postqualitative research foregrounds the sentient nature of life as ancestral power and brings the vitality of co-becoming as our places into active engagement. It enables coloniality to surface and reveals ho…
Reading Group as Method for Feminist Environmental Humanities
This article argues that reading groups are a collective field building and research method in Feminist Environmental Humanities, an interdisciplinary scholarly area at the intersections of feminist social justice and environmental concerns. We begin by historicising three Australian Feminist Environmental reading groups (COMPOSTING Feminisms, Eco Feminist Fridays, The Ediths) within a longer feminist tradition, then demonstrate how they respond …
Feminist ethicality in child-animal research: Worlding through complex stories
Thinking with feminist scholarship on ethicality, this article draws from two ethnographies with animal and young children to outline new questions for doing research in children’s geographies. Specifically, the article discusses how feminist ethicality within multispecies research challenges the masculinist idea that ethical research should focus on children’s story-making and ability to make meaning of the world. Instead, the authors call for a…
Between activism and academia: Zine-making as a feminist response to Covid-19
This paper gives an account of a series of three Zoom zine-making workshops run between March and July 2020 that were themed the political, the personal and the practical. A micro-reading of the zines is offered as data that mirror the aims of the workshops, to queer time by slowing down and creating a pause. The process of zine-making as feminist praxis is examined, and the zines themselves are discussed as data that reflect specific moments in …
Weather bodies: Experimenting With Dance Improvisation in Environmental Education in the Early Years
This paper reports on insights gained from incorporating dance improvisation into a broader early years environmental education ethnographic research project. Findings are reported from a two-day workshop where a dancer was invited to work with young children to attune to the weather through their bodies. In these workshops, the practice of dance improvisation was used as a deliberate interference to disrupt the disconnected and disembodied ways …
Queer worlding childhood
This paper sets out to queer education's normative human-centric assumptions and to de-centre the straight and narrow vision of the child as only ever becoming an autonomous individual learner. It re-focuses upon the more-than-human learning that takes place when we pay attention to queerer aspects of children's, as well as our own, entangled becomings in the common worlds in which we live. In this case, the entangled becomings are those of child…
A feminist poststructuralist study of children “doing” gender in an urban kindergarten classroom
Between activism and academia: Zine-making as a feminist response to Covid-19
This paper gives an account of a series of three Zoom zine-making workshops run between March and July 2020 that were themed the political, the personal and the practical. A micro-reading of the zines is offered as data that mirror the aims of the workshops, to queer time by slowing down and creating a pause. The process of zine-making as feminist praxis is examined, and the zines themselves are discussed as data that reflect specific moments in …
There's Something in the Air: Becoming-With Research Practices
This article engages with air from a posthuman performative perspective to prompt new thinking about postcolonial Hong Kong. Drawing from a small experiential study of Hong Kong air, this article shows how three becoming-with research practices; sensing air, tracing childhood memories, and cominglings were enacted to engage with data differently. Becoming-with Hong Kong air illuminates how new connections are made with data through inter- and int…
Fabricated childhoods: Uncanny Encounters With the More-Than-Human
This article is based on uncanny encounters with Julia deVille's exhibit, Phantasmagoria. Inspired by Deleuzian-informed research practices, the author experiments with provoking practices to defy dominant developmental notions of childhood. This article reworks a humanist ontology by bringing together the discursive, the material, the human, and the more-than-human through the interweaving of provocations and encounters. Enacting an experimental…
Charting new territories: Re-assembling childhood sexuality in the early years classroom
Since the moral panic discourse is shutting down discussions about how children are making meaning of gender and sexuality, this paper argues that a new logic is needed for understanding childhood sexuality. A postdevelopmental logic is created by working with Deleuze and Guattari's [Anti-Oedipus: Capitalism and Schizoprhenia. Translated by Robert Hurley, Mark Seem and Helen R. Lane. London: Athlone and A Thousand Plateaus: Capitalism and Schizop…
Weather bodies: Experimenting With Dance Improvisation in Environmental Education in the Early Years
This paper reports on insights gained from incorporating dance improvisation into a broader early years environmental education ethnographic research project. Findings are reported from a two-day workshop where a dancer was invited to work with young children to attune to the weather through their bodies. In these workshops, the practice of dance improvisation was used as a deliberate interference to disrupt the disconnected and disembodied ways …
Lively Emu dialogues: Activating Feminist Common Worlding Pedagogies
This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logi…
Inheriting the Ecological Legacies of Settler Colonialism
One of the driving methodological and pedagogical concerns of the Common World Childhoods Research Collective, to which we belong, is the question of how to deal with the mess of the damaged worlds that we inherit and bequeath to future generations
Haraway's 'bag lady story-telling: Relocating Childhood and Learning Within a 'Post-Human Landscape
In this article, we explore some alternate ways of approaching childhood and learning by taking three short forays into what Donna Haraway calls a ‘post-human landscape’. This exploration takes us beyond the horizons of orthodox educational approaches, in which the individual child is typically seen to be developing and learning within his/her (exclusively human) sociocultural context. The post-human landscape relocates childhood within a world t…
Masculinism, institutional violence and #MeToo: Understanding Australian University responses to the Covid-19 pandemic
This article offers an analysis of data from the project Sexism, Higher Education, and Covid-19: The Australian Perspective. The authors argue that the gendered impact of the pandemic in Higher Education Institutions constitutes a form of institutionally perpetrated sexist harassment, and that raising awareness of the ways in which institutions themselves enable and perpetrate such harassment is consistent with the aims of the #MeToo movement. Th…
Feminist ethicality in child-animal research: Worlding through complex stories
Thinking with feminist scholarship on ethicality, this article draws from two ethnographies with animal and young children to outline new questions for doing research in children’s geographies. Specifically, the article discusses how feminist ethicality within multispecies research challenges the masculinist idea that ethical research should focus on children’s story-making and ability to make meaning of the world. Instead, the authors call for a…
With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education
In response to the perception that climate change is too abstract and its consequences too far-reaching for us to make a difference, recent feminist environmental humanities scholars have drawn attention to connections that can be forged by noticing the intermingling of bodies, relations, materials, places and movements in the world. Inspired by these ideas, Tonya Rooney has proposed that there is potential in working with child–weather relations…
Reading Group as Method for Feminist Environmental Humanities
This article argues that reading groups are a collective field building and research method in Feminist Environmental Humanities, an interdisciplinary scholarly area at the intersections of feminist social justice and environmental concerns. We begin by historicising three Australian Feminist Environmental reading groups (COMPOSTING Feminisms, Eco Feminist Fridays, The Ediths) within a longer feminist tradition, then demonstrate how they respond …
Situating Hong Kong Pet-Dog-Child Figures within Colonialist Flows and Disjunctures
In this article the author works with posthuman research practices to think with and through the natureculture figure of the pet–dog–child to explore specific dog practices she keeps encountering within the postcolonial nexus of Hong Kong, Britain, and China. By tracing, gathering, and reassembling six knotty aspects of the pet–dog–child figure (i.e. population governance, gender-expressive dogs, the Peke, Victorian sentimentality, becoming ‘comm…
Researching the Naturecultures of Postcolonial Childhoods
MINDY BLAISE Department of Early Childhood Education, Centre for Childhood Research and Innovation, The Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong BIDISHA BANERJEE Literature and Cultural Studies Department, The Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong VERONICA PACINI-KETCHABAW School of Child and Youth Care, University of Victoria, Canada AFFRICA TAYLOR Faculty of Education, Science, Technolo…
Vulnerable reading practices for ecosocial justice in environmental education
Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulner…
Child Studies Multiple: Collaborative play for thinking through theories and methods
This text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, 'un-closure' , and uncertainty in order to investigate the (e)motions and complexities of being either a…
Views from Somewhere: Situated Knowledges and Partial Perspectives in a Hong Kong Kindergarten Classroom
This article demonstrates an engaged situated methodology by drawing from an exploratory study of literacy activities in a Hong Kong kindergarten classroom. Bringing together feminist understandings of situated knowledges and Asian critical cultural studies ideas about ‘Asia as method’, the authors recognize that all aspects of knowledge production are situated individually and globally. The authors work with their different positionalities by di…
A feminist poststructuralist study of children “doing” gender in an urban kindergarten classroom
‘We spend more time with the children than they do …’: Education, care and the work of foreign domestic workers in Hong Kong
Despite the ongoing global financial crisis, there is an increasing deployment of migrant workers across the globe, and in Hong Kong the foreign domestic worker occupies a ubiquitous presence in the lives of many families. Seven domestic workers from Indonesia, the Philippines, and Thailand were interviewed to gain insight into their role in providing education and care for children in Hong Kong. This exploratory study focuses on the educational …
Situating Hong Kong Pet-Dog-Child Figures within Colonialist Flows and Disjunctures
In this article the author works with posthuman research practices to think with and through the natureculture figure of the pet–dog–child to explore specific dog practices she keeps encountering within the postcolonial nexus of Hong Kong, Britain, and China. By tracing, gathering, and reassembling six knotty aspects of the pet–dog–child figure (i.e. population governance, gender-expressive dogs, the Peke, Victorian sentimentality, becoming ‘comm…
Views from Somewhere: Situated Knowledges and Partial Perspectives in a Hong Kong Kindergarten Classroom
This article demonstrates an engaged situated methodology by drawing from an exploratory study of literacy activities in a Hong Kong kindergarten classroom. Bringing together feminist understandings of situated knowledges and Asian critical cultural studies ideas about ‘Asia as method’, the authors recognize that all aspects of knowledge production are situated individually and globally. The authors work with their different positionalities by di…
Researching the Naturecultures of Postcolonial Childhoods
MINDY BLAISE Department of Early Childhood Education, Centre for Childhood Research and Innovation, The Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong BIDISHA BANERJEE Literature and Cultural Studies Department, The Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong VERONICA PACINI-KETCHABAW School of Child and Youth Care, University of Victoria, Canada AFFRICA TAYLOR Faculty of Education, Science, Technolo…
Charting new territories: Re-assembling childhood sexuality in the early years classroom
Since the moral panic discourse is shutting down discussions about how children are making meaning of gender and sexuality, this paper argues that a new logic is needed for understanding childhood sexuality. A postdevelopmental logic is created by working with Deleuze and Guattari's [Anti-Oedipus: Capitalism and Schizoprhenia. Translated by Robert Hurley, Mark Seem and Helen R. Lane. London: Athlone and A Thousand Plateaus: Capitalism and Schizop…
Haraway's 'bag lady story-telling: Relocating Childhood and Learning Within a 'Post-Human Landscape
In this article, we explore some alternate ways of approaching childhood and learning by taking three short forays into what Donna Haraway calls a ‘post-human landscape’. This exploration takes us beyond the horizons of orthodox educational approaches, in which the individual child is typically seen to be developing and learning within his/her (exclusively human) sociocultural context. The post-human landscape relocates childhood within a world t…
There's Something in the Air: Becoming-With Research Practices
This article engages with air from a posthuman performative perspective to prompt new thinking about postcolonial Hong Kong. Drawing from a small experiential study of Hong Kong air, this article shows how three becoming-with research practices; sensing air, tracing childhood memories, and cominglings were enacted to engage with data differently. Becoming-with Hong Kong air illuminates how new connections are made with data through inter- and int…
The Sage Handbook of Play and Learning in Early Childhood
Queer worlding childhood
This paper sets out to queer education's normative human-centric assumptions and to de-centre the straight and narrow vision of the child as only ever becoming an autonomous individual learner. It re-focuses upon the more-than-human learning that takes place when we pay attention to queerer aspects of children's, as well as our own, entangled becomings in the common worlds in which we live. In this case, the entangled becomings are those of child…
Decentring the Human in Multispecies Ethnographies
Much has been written about the need to bridge the theory/practice divide by bringing them together in the ‘praxis’ of teaching. For researchers inspired by posthumanist theorizations, the task of bridging the theory/practice divide is particularly challenging because it is accompanied by the additional need to resist the nature/culture divide that keeps our human species ‘hyper-separated’ from all ‘earth others’ in the name of ‘human exceptional…
Inheriting the Ecological Legacies of Settler Colonialism
One of the driving methodological and pedagogical concerns of the Common World Childhoods Research Collective, to which we belong, is the question of how to deal with the mess of the damaged worlds that we inherit and bequeath to future generations
Fabricated childhoods: Uncanny Encounters With the More-Than-Human
This article is based on uncanny encounters with Julia deVille's exhibit, Phantasmagoria. Inspired by Deleuzian-informed research practices, the author experiments with provoking practices to defy dominant developmental notions of childhood. This article reworks a humanist ontology by bringing together the discursive, the material, the human, and the more-than-human through the interweaving of provocations and encounters. Enacting an experimental…
Feas Performing Project P: The official unboxing of political, personal, and practical zines
Lively Emu dialogues: Activating Feminist Common Worlding Pedagogies
This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logi…
With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education
In response to the perception that climate change is too abstract and its consequences too far-reaching for us to make a difference, recent feminist environmental humanities scholars have drawn attention to connections that can be forged by noticing the intermingling of bodies, relations, materials, places and movements in the world. Inspired by these ideas, Tonya Rooney has proposed that there is potential in working with child–weather relations…
Feminist ethicality in child-animal research: Worlding through complex stories
Thinking with feminist scholarship on ethicality, this article draws from two ethnographies with animal and young children to outline new questions for doing research in children’s geographies. Specifically, the article discusses how feminist ethicality within multispecies research challenges the masculinist idea that ethical research should focus on children’s story-making and ability to make meaning of the world. Instead, the authors call for a…
Between activism and academia: Zine-making as a feminist response to Covid-19
This paper gives an account of a series of three Zoom zine-making workshops run between March and July 2020 that were themed the political, the personal and the practical. A micro-reading of the zines is offered as data that mirror the aims of the workshops, to queer time by slowing down and creating a pause. The process of zine-making as feminist praxis is examined, and the zines themselves are discussed as data that reflect specific moments in …
Weather bodies: Experimenting With Dance Improvisation in Environmental Education in the Early Years
This paper reports on insights gained from incorporating dance improvisation into a broader early years environmental education ethnographic research project. Findings are reported from a two-day workshop where a dancer was invited to work with young children to attune to the weather through their bodies. In these workshops, the practice of dance improvisation was used as a deliberate interference to disrupt the disconnected and disembodied ways …
Learning regenerative cultures: Indigenous nations in higher education renewal in Australia
What is regenerative learning in Australian higher education? This paper addresses the intersecting crises of climate, species loss and injustice; often called a conceptual emergency. We tackle the problem of disciplinary compartmentalisation, preventing integration of important related concepts. The particular case is separation of the Australian Curriculum Cross-curriculum Priorities at school and university for teaching, learning and research …
Pedagogical documentation and the refusal of method: Troubling dogmas and inviting collective obligations
This article explores how pedagogical documentation, as the refusal of method, can be aligned with post qualitative inquiry, opening up possibilities for refuting dogmas and methods in early childhood pedagogy, theory, practice, and research. It delineates understandings of pedagogical documentation in the educational project of Reggio Emilia, and describes dogmatic (or unthought) practices which influence perceptions and uses of pedagogical docu…
Common Worlds Justice in Post-Anthropocentric Education: Attuning to the More-Than-Human through Walking with Sound and Smell
Onrushing ecological precarity and collapse disproportionately affects particular humans and their common worlds. This article proposes that in the face of the myriad crises the Earth is experiencing, and the uneven distribution of their effects, extending conceptions of justice in education beyond the human is crucial. This, however, requires honing the ability to notice and attune to the common worlds we inhabit. Drawing on research which deplo…
Regeneration time: Ancient wisdom for planetary wellbeing
In these regenerative times prompted by the Anthropocene, Aboriginal voices are situated to draw on ancient wisdom for local learning and to share information across the globe as ecological imperative for planetary wellbeing. In this paper, postqualitative research foregrounds the sentient nature of life as ancestral power and brings the vitality of co-becoming as our places into active engagement. It enables coloniality to surface and reveals ho…
Reading Group as Method for Feminist Environmental Humanities
This article argues that reading groups are a collective field building and research method in Feminist Environmental Humanities, an interdisciplinary scholarly area at the intersections of feminist social justice and environmental concerns. We begin by historicising three Australian Feminist Environmental reading groups (COMPOSTING Feminisms, Eco Feminist Fridays, The Ediths) within a longer feminist tradition, then demonstrate how they respond …
Learning to care for Dangaba
In a Kimberley place-based cultural story, Dangaba is a woman whose Country holds poison gas. Her story shows the importance of cultural ways of understanding and caring for Country, especially hazardous places. The authors contrast this with a corporate story of fossil fuel, illustrating the divergent discourses and approaches to place. Indigenous and local peoples and their knowledge, cultures, laws, philosophies and practices are vitally impor…
Sociology (35 works) · Political science (22 works) · Psychology (16 works) · Epistemology (12 works) · Posthumanist Ethics and Activism (12 works) · Social science (12 works) · Aesthetics (11 works) · Children's Rights and Participation (11 works) · Gender Studies (11 works) · Pedagogy (11 works)