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Gesturing towards radical futurity in education for alternative futures

AMSLER, SARAH

Authors

SARAH AMSLER Sarah.Amsler@nottingham.ac.uk
Associate Professor in Education



Abstract

This paper reflects on the challenges and possibilities of interdisciplinary, translocal efforts to create pedagogies that invite people to grapple with the foundations of global social and ecological injustice, and the difficulties of transforming them. It begins from a proposition that there is a ‘blind spot’ in analyses that uphold the sustainability of globalized capitalism and its interlocking systems of racialized and gendered oppression as a viable form of life. It considers how an ‘alternative thinking of alternatives’ is being practiced in learning spaces where future-making practices are being developed that recognize the harmful effects of this blind-spot. It emphasizes the importance of learning from both the successes and failures of these efforts. In particular, it identifies common circularities that emerge in alternative spaces that seek to transcend complicity in harm and gloss over the difficulties of transformative change. It describes how one collective approaches these difficulties by starting from acknowledging the irreducible complexity and complicity of efforts to ‘gesture’ toward future-making practice for viable ecological futures.

Journal Article Type Article
Publication Date Mar 13, 2019
Journal Sustainability Science
Print ISSN 1862-4065
Electronic ISSN 1862-4057
Publisher Springer Verlag
Peer Reviewed Peer Reviewed
APA6 Citation AMSLER, S. (2019). Gesturing towards radical futurity in education for alternative futures. Sustainability Science, https://doi.org/10.1007/s11625-019-00679-8
DOI https://doi.org/10.1007/s11625-019-00679-8
Keywords Ecology; Geography, Planning and Development; Global and Planetary Change; Sociology and Political Science; Health(social science); Management, Monitoring, Policy and Law; Nature and Landscape Conservation
Publisher URL https://link.springer.com/article/10.1007%2Fs11625-019-00679-8
Additional Information Received: 1 September 2018; Accepted: 27 February 2019; First Online: 13 March 2019

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