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Becoming-With Fire and Rainforest: Emergent Curriculum and Pedagogies for Planetary Wellbeing
- Source :
-
Australian Journal of Environmental Education . Sep 2022 38(3-4):298-310. - Publication Year :
- 2022
-
Abstract
- In this paper we propose the concept of 'becoming-with' in relation to the experience of the catastrophic fires in the summer of 2019-2020 in Australia, and their implications for research into young children's response to bushfires, and their learning about bushfire recovery, which resulted in the development of an arts-based project to explore emergent curriculum and pedagogies for planetary wellbeing. We draw on Deleuze and Guattari's theorising that 'the self is only a threshold, a door, a becoming between two multiplicities'; and 'Spatio-temporal relations' as 'not predicates of the thing but dimensions of multiplicities of events as encounters' to theorise how 'becoming-with' fires enabled the development of emergent curriculum and pedagogies in an early learning centre, which can ultimately contribute to planetary wellbeing.
Details
- Language :
- English
- ISSN :
- 0814-0626 and 2049-775X
- Volume :
- 38
- Issue :
- 3-4
- Database :
- ERIC
- Journal :
- Australian Journal of Environmental Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1353001
- Document Type :
- Journal Articles<br />Reports - Descriptive
- Full Text :
- https://doi.org/10.1017/aee.2021.21