Conflicting worlds in a time of environmental emergency: Worlding as an educational response
Year: 2025
Type: article
Abstract: What kind of worlds do people live in and how do these worlds impact on education’s capacity for responding to the climate emergency? As Bruno Latour (2017, 2018) puts it in his work, this is not an effect of simply seeing ‘the world’ from different, conflicting vantage points, rather it is that we indeed inhabit different worlds: for some the world is where land, resources, and animals are for human use and subject to human value; for others the world is a place of profound interconnection and spirit with other living beings and non-living entities. Beginning with a critique of how ‘the’ world has been utilised in education research, I then discuss ‘worlding’ as an educational practice which recognises that we just do not live in the world, or even with the world, but that we are of worlds, simultaneously constituting and being constituted by them.
Source: Research in Education
Author: Sharon Todd
Institution: National University of Ireland, Maynooth
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,650
Funder: Vetenskapsrådet
OpenAlex ID: W4414966401