Name: Ecosophy and Educational Research for the Anthropocene: Rethinking Research Through Relational Psychoanalytic Approaches (Routledge Research in Education, Society and the Anthropocene) (en Inglés)
SKU: 55632417
Price: 4500.07 MXN
Availability: InStock
Author: Alysha J. Farrell
ISBN: 9780367457099

portada Ecosophy and Educational Research for the Anthropocene: Rethinking Research Through Relational Psychoanalytic Approaches (Routledge Research in Education, Society and the Anthropocene) (en Inglés)

Ecosophy and Educational Research for the Anthropocene: Rethinking Research Through Relational Psychoanalytic Approaches (Routledge Research in Education, Society and the Anthropocene) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Alysha J. Farrell

Idioma

Inglés

N° páginas

202

Encuadernación

Tapa Dura

ISBN13

9780367457099

N° edición

Ecosophy and Educational Research for the Anthropocene: Rethinking Research Through Relational Psychoanalytic Approaches (Routledge Research in Education, Society and the Anthropocene) (en Inglés)

Alysha J. Farrell (Autor) · Routledge · Tapa Dura

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Reseña del libro "Ecosophy and Educational Research for the Anthropocene: Rethinking Research Through Relational Psychoanalytic Approaches (Routledge Research in Education, Society and the Anthropocene) (en Inglés)"

Problematizing the aims of education in the Anthropocene, this text illustrates the value of relational psychoanalytic theory in the study and practice of education amidst the climate crisis. Illustrating how dominant educational theory fails to acknowledge climate precarity and the consequences of living beyond the Earth's carrying capacity, Ecosophy and Educational Research for the Anthropocene calls for a reorientation of scholarship to decentre the human subject. The author discusses the evolution of intersubjective psychoanalysis to make a case for a turn to relational and psychoanalytically informed educational research. Chapters foreground areas for educational researchers to consider in pursuing intersubjective inquiries into the affective dimensions of curriculum and pedagogy to foster an emergence of eco-attunement and ecosophical educational research (EER). By framing an ecosophical approach, this book enables educational leaders, researchers and educators to fulfil their responsibility to engage in educational praxis which is contextually responsive, relationally attuned and recognizant that we cannot be studied apart from our connections to the planet.