Anticipating Other Worlds, Animating Our Selves: An Invitation to Comparative Education

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Abstract

Purpose: This article aims to reimagine education—and our selves—within the context of multiple, more-than-human worlds where everything and everyone are interrelated. Design/Approach/Methods: The aim is achieved by pursuing two speculative thought experiments to connect and bring into conversation seemingly unrelated knowledge systems across space and time—European “paganism” and 13th-century Japanese Buddhism, as well as excerpts from indigenous, ecofeminist, and decolonial scholarship. These thought experiments are conducted through a series of “and if” questions around education and schooling. Findings: The article proposes to radically reimagine education in two ways. First, it invites readers to reconfigure education as a “connective tissue” between different worlds, bringing together rather than hierarchizing them. Second, it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-than-human worlds. Originality/Value: Using the concept of “metamorphosis” as an antidote to Western metaphysics, the article re-situates education within a wider set of possibilities in relation to the taken-for-granted ways of knowing and being, as well as the notions of space and time.

Original languageEnglish (US)
Pages (from-to)138-159
Number of pages22
JournalECNU Review of Education
Volume3
Issue number1
DOIs
StatePublished - Mar 2020

Keywords

  • Border thinking
  • comparative education
  • more-than-human worlds
  • pluriverse
  • SF

ASJC Scopus subject areas

  • Education

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