We live in a moment of epochal precarity, amidst irreversible environmental catastrophe that is impacting all life on Earth. Signaling the end of human exceptionalism, this era calls for an urgent redefinition of what it is to be human and a reconfiguration of the relationship between human and Earth. How should education respond to a world of shifting planetary boundaries and collapsing ecosystems? What education policies, practices, and pedagogies can help re-situate the human within the relational flow of life where everyone and everything – both human and non-human – are deeply interconnected? How can we learn to responsibly encounter and fully engage with a more than human world?
Conference participants are invited, but not required, to address any of the following themes:
Education and Planetary Challenges
• Empirical elaborations of the relationships among education, environment, and planetary changes
• Critiques of the ‘business-as-usual’ approaches to post-2015 educational governance, including attention (or lack thereof) to environment issues in the Sustainable Development Goals (SDGs) and the aid to education initiatives that support them
• Potentials and limitations of Education for Sustainable Development (ESD), including programming that goes beyond the focus on cognitive skills and knowledge and rejects methodological individualism, nationalism, and populism
• Earth-friendly research initiatives, including technological and social alternatives to the current highcarbonresearch practices that would lead to a cultural change
Education and (Post)Human Futures
• Reevaluation of human rights and humanism - their traditional roles, objectives, and constructions – in the context of climate change and the human/environment interface
• Approaches in comparative education that engage with ontological alterity, including education policyframings, pedagogies, practices, and spaces that decenter the human
• The role of Artificial Intelligence and emerging technologies in reimagining - and remaking - processes of governance, research, and learning, including creative alternatives opened by posthuman futures
Education as Sympoiesis
• Multiple knowledges and worlds, political dynamics, and power relations in the educational production of epistemologies and ontologies, including non-Western, indigenous, feminist, and marginalized ‘Others’
• Educational engagements with more-than-human-worlds, both in terms of the kinds of imagination necessary to conceive them (science-fiction, speculative fabulation, string figures, speculative feminism, science fact) as well as formal and nonformal educational practices of crossing (to interact with artificial intelligence, multispecies, spirit worlds).
Extended dealine for submission : 1st october 2019