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Queer Ecopedagogies pp 183–218Cite as

The Pluriversity for Stuck Humxns: A Queer EcoPedagogy & Decolonial School

Part of the International Explorations in Outdoor and Environmental Education book series (IEOEE)

Abstract

The Pluriversity for stuck humxns is an exploratory dialogue between early career researchers and established researchers. It responds to the concern that dominant forms of knowledge production are not assisting us to move towards life affirming ways of being and that alternatives are possible. The production of this chapter is one of many new acts towards realising other modes of being and becoming unstuck in scholar activist practice. The chapter begins with an invitation in the form of a poem by Lena Weber, and the resulting text is a response to the poem from multiple contributors from around the world, who imagine transgressive and progressive ‘departments’ of the Pluriversity. Situated amongst the impulses of queer ecopedagogy and drawing on imagination to understand and play with multiple (or diverse) knowledges, the authors explore what nurturing institutions for scholarly training and life may look like, and what might be possible and in fact are possible through our collaborative experience in the act of creating the Pluriversity for stuck humxns. Itself an intersectional being, this chapter is a queer inquiry dedicated to challenging and reframing norms and dogma and to shake up the boundaries of categories and narrowly and often dogmatically employed concepts. The authors break open pedagogy in ways that allowed them to question research practice and instead conceive of a ‘research worthy of their longing’.

Keywords

  • Transgressive learning
  • Scholar activism
  • Researcher learning
  • Reflexivity
  • Imaginative enquiry
  • Ecopedagogy
  • Cognitive justice
  • Pluriverse
  • Radical imagination

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Fig. 10.1
Fig. 10.2
Fig. 10.3
Fig. 10.4

Notes

  1. 1.

    The Transformations community brings together a growing network of researchers and practitioners who work towards social transformations in sustainability contexts. See https://transformationstosustainability.org/

  2. 2.

    www.transgressivelearning.org

  3. 3.

    https://steps-centre.org/project/pathways-network/

  4. 4.

    www.acknowlej.org

  5. 5.

    The range of work by contributing authors spans: political ecologies of climate change and environmental movements (Scheidel et al. 2018; Temper et al. 2018; Temper 2019), environmental policy alternatives and justice movements (Broome et al. n.d.; Bajpai 2019), higher education and public pedagogy (Lotz-Sisitka 2019), environmental education and critical pedagogy (James 2019), environmental education and arts-based research (Van Borek and James 1964), water access policies and resistance (Pereira and Wilson 2012), Transformative ocean governance from a social justice perspective : (Morgera et al. 2019), systems research and agriculture (Metelerkamp et al. 2019), researcher reflexivity and transgressive learning (Temper et al. 2019), Action research and transformations to sustainability (Macintyre 2019; Macintyre et al. 2019), transgressive learning epistemologies (Bengtsson 2019), bringing together environmental law and the anthropocene (Vermeylen 2017), climate change and (Moser 2020), socio-ecological transformation and stewardship (Cockburn et al. 2018; Eakin et al. 2019), possibilities for peace amidst extreme violence (Kuany 2017).

  6. 6.

    Rebecca Martusewicz (2009: 254) refers to the concept of ‘collaborative intelligence’, which she borrows from Susan Griffin (1996): “…intelligence , even knowledge, is not born of the human capacity to think or make sense of the world alone, but rather it is the result of a collaborative endeavor among human and the more-than-human world. In this sense, as human communities are nested within a larger ecological system, we participate in and are affected by a complex exchange of information and sense-making that contributes to the well-being of that system.”

  7. 7.

    Widely practiced in South African Primary Schools in the early 1990s

  8. 8.

    (Among the Dinka) A clay made pebble game played under the Lang or Thau trees by the elders to pass time and philosophize.

  9. 9.

    https://onbeing.org/programs/robin-wall-kimmerer-the-intelligence-in-all-kinds-of-life/

  10. 10.

    Huun Huur Tur, https://huunhuurtu.wordpress.com/

  11. 11.

    Tamikrest, Kidal, http://www.tamikrest.net/

  12. 12.

    Ali Farka Toures, Niafunke, https://www.youtube.com/watch?v=xCoSiT57c0E

  13. 13.

    Palestinian orchestra uses ‘music as resistance ’. https://www.aljazeera.com/indepth/features/2017/09/palestinian-orchestra-music-resistance-170904120451727.html

  14. 14.

    Rebel Music: The Tuareg Uprising in 12 Songs by Tinariwen. https://www.newyorker.com/culture/culture-desk/rebel-music-the-tuareg-uprising-in-12-songs-by-tinariwen

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Authors and Affiliations

  1. Environmental Learning Research Centre, Rhodes University, Grahamstown, South Africa

    Dylan McGarry, Anna James, Injairu Kulundu-Bolus, Taryn Pereira, Luke Metelerkamp & Heila Lotz-Sisitka

  2. Institute of Environmental Science and Technology, Autonomous University of Barcelona, Barcelona, Spain

    Lena Weber

  3. Kalpavriksh Environment Action Group, Pune, India

    Shruti Ajit & Shrishtee Bajpai

  4. Leadership for the Ecozoic, McGill University, Montreal, QC, Canada

    Leah Temper

  5. Mentes en Transición, Bogota, Colombia

    Thomas Kloster-Jensen Macintyre, Tania Villarreal & Martha Cecilia Chaves Villegas

  6. Antioch University New England, Keene, NH, USA

    Susanne C. Moser

  7. University of Massachusetts-Amherst, Amherst, MA, USA

    Susanne C. Moser

  8. School of Sustainability, Arizona State University, Tempe, AZ, USA

    Rebecca Shelton

  9. Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), Delhi, India

    Kuany Kiir Kuany

  10. Environmental Learning Research Centre/Department of Environmental Science, Rhodes University, Grahamstown, South Africa

    Jessica Cockburn

  11. Department of Education, Uppsala University, Uppsala, Sweden

    Stefan Bengtsson

  12. Strathclyde Centre for Environmental Law & Governance, Strathclyde University, Glasgow, Scotland, UK

    Saskia Vermeylen

  13. Department of Spatial Planning and Environment, University of Groningen, Groningen, The Netherlands

    Ethemcan Turhan

  14. University of the Witwatersrand Johannesburg, Johannesburg, South Africa

    Tshego Khutsoane

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Correspondence to Dylan McGarry .

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  1. Department of Animal Behavior, Ecology, & Conservation, Canisius College, Buffalo, NY, USA

    Dr. Joshua Russell

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McGarry, D. et al. (2021). The Pluriversity for Stuck Humxns: A Queer EcoPedagogy & Decolonial School. In: Russell, J. (eds) Queer Ecopedagogies. International Explorations in Outdoor and Environmental Education. Springer, Cham. https://doi.org/10.1007/978-3-030-65368-2_10

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-65367-5

  • Online ISBN: 978-3-030-65368-2

  • eBook Packages: EducationEducation (R0)