Re-storying schools as “research sites” of climate change in the <i>Chthulucene</i> : diffractively reading through the land of a primary school in South Africa

Resource type
Journal Article
Authors/contributors
Title
Re-storying schools as “research sites” of climate change in the <i>Chthulucene</i> : diffractively reading through the land of a primary school in South Africa
Abstract
Inspired by Karen Barad’s agential realism and Donna Haraway’s use of the Chthulucene, our paper profoundly troubles and unsettles the humanist subject that has been the cause of so much trouble. Re-turning to a government primary school in Cape Town as the “research site,” we adopt temporal and spatial diffraction as a postqualitative research methodology. The colonial practices related to land ownership, are not in the past, but remain in its be(com)ing. Land “use” in South Africa during Apartheid, was, and still is, a form of violence. Thinking-with Neimanis and McLauchlan, we understand a school as not separate from the phenomenon of climate change, but as one of its sites and as a feminist project. A diffractive image articulates aesthetically and politically how the land as the more-than-human is a significant part of the phenomenon and queers school as a concept and “research site.”
Publication
The Journal of Environmental Education
Volume
55
Issue
1
Pages
52-63
Date
2024-01-02
Journal Abbr
The Journal of Environmental Education
Call Number
openalex:W4390807577
Extra
openalex:W4390807577 mag:
Citation
Reynolds, R.-A., & Murris, K. (2024). Re-storying schools as “research sites” of climate change in the Chthulucene : diffractively reading through the land of a primary school in South Africa. The Journal of Environmental Education, 55(1), 52–63. https://doi.org/10.1080/00958964.2023.2259831