A Political Ecology of Education in/for the Anthropocene

Teresa Lloro-Bidart

Abstract

This article begins by introducing educational humanism, the Anthropocene concept, and the political ecology of education framework that guides the analysis. I then demonstrate that the current Anthropocene-informed educational research literature pragmatically focuses on how education has the capacity to serve as a means to adapt to the impending environmental challenges of the current geological epoch. I argue that though this literature makes important contributions, educational researchers doing Anthropocene-informed work would benefit from an ecofeminist and/or posthumanist political ecology of education. This conceptual lens: (1) examines how the kinds of human-nature relationships perpetuated in educational spaces are the result of complex and scaled political factors and (2) questions and reimagines human-nature divides reified in educational practice and research. Throughout the article, the persistent humanism of the American formal education system is critiqued, drawing on both the extant literature and a textual analysis of the Framework for K–12 Science Education.

Keywords: Anthropocene, ecofeminism, Framework for K-12 Science Education, multispecies, next generation science standards, political ecology of education, posthumanism

DOI: http://dx.doi.org/10.3167/ares.2015.060108

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