Sage Journals: Discover world-class research

Abstract

This essay explores the implications for inquiries in sustainability education of Helmreich’s discussions of how human biocultural practices scramble nature and culture, life forms and forms of life, and his ethos of acceptance of ambiguous boundaries and transformative linkages with others. The silences in Helmreich’s arguments around gender and sustainability through looking at Probyn and Merchant, and the possibilities for a more-than-human scientific inquiry curriculum, are discussed, as is how science studies offer an image of a more-than-human anthropology that leads us to reconceive evolution, nature, gender, and sustainability, to which educational researchers need to pay attention.

Keywords

feminist studies gender and sexuality politics and culture narrative methods of inquiry

Get full access to this article

View all access options for this article.

References

Alaimo

(2012). Sustainability this, sustainability that: New materialisms, post-humanism and unknown futures. PMLA, 127, 558-564.

Ashby

(2016, November 30). The absurdity of natural history—Or, why humans are “fish.” The Conversation. Retrieved from https://theconversation.com/the-absurdity-of-natural-history-or-why-humans-are-fish-69384

Australian Curriculum and Assessment and Reporting Authority. (2018). The Australian Curriculum. 8.1. Available from www.australiancurriculum.edu.au/

Barad

(2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. London, England: Duke University Press. doi:10.1215/9780822388128

Berchez

F. A. S.

Ghilardi-Lopes

N. P.

Correia

M. D.

Sovierzoski

H. H.

Pedrini Ade

Ursi

. . .Brotto

D. S.

(2016). Marine and coastal environmental education in the context of global climate changes—synthesis and subsidies for RioBentos (Coastal Benthic Habitats Monitoring Network). Brazilian Journal of Oceanography, 64, 137-156. doi:10.1590/S1679-875920160932064sp2

British Columbia Ministry of Education. (2005). Science K to 7: Integrated resource package 2005 (rev. ed.). Retrieved from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/curriculum/sciences/2005scik7.pdf

British Columbia Ministry of Education. (2009). The environmental learning & experience curriculum maps: Environment & sustainability across BC’s K-12 curricula. Retrieved from www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/environmental-learning/ele_maps.pdf (Original work published 2008)

Caluya

(2014). Fragments for a postcolonial critique of the Anthropocene: Invasion biology and environmental security. In Frawley

McCalman

(Eds.), Rethinking invasion ecologies from the environmental humanities (pp. 31-44). Abingdon, UK: Routledge.

Carrington

(2017, December 5). Oceans under greatest threat in history, warns Sir David Attenborough. The Guardian. Retrieved from https://www.theguardian.com/environment/2017/dec/05/oceans-under-greatest-threat-in-history-warns-sir-david-attenborough

10.

Carson

(1951). The sea around us. New York, NY: Oxford University Press.

11.

Carson

(1955). The edge of the sea. Boston, MA: Houghton Mifflin.

12.

Castle

Fletcher

McKinley

(2010). Coastal and marine education in schools: Constraints and opportunities created by the curriculum, schools and teachers in England. Ocean Yearbook, 24, 425-444. doi.org/10.1163/22116001-90000066

13.

Crossley

Collins

C. M.

Sutton

S. G.

Huveneers

(2014). Public perception and understanding of shark attack mitigation measures in Australia. Human Dimensions of Wildlife, 19, 154-165. doi:10.1080/10871209.2014.844289

14.

Darwin

(1859). On the origin of species. London, England: John Murray. Retrieved from www.gutenberg.org/files/1228/1228-h/1228-h.htm#link2H_4_0020

15.

Deleuze

Guattari

(1987). A thousand plateaus: Capitalism and schizophrenia ( Massumi

, Trans.). Minneapolis: University of Minnesota Press.

16.

DeLoughrey

(2007). Routes and roots: Navigating Caribbean and Pacific island literatures. Honolulu: University of Hawaii Press.

17.

Department of Education. (2013). National curriculum in England: Geography programmes of study. Retrieved from www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study/national-curriculum-in-england-geography-programmes-of-study

18.

Department of Education. (2015). National curriculum in England: Science programmes of study. Retrieved from www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

19.

Earle

. (1996). Sea Change: A Message of the Oceans. New York, NY: Ballantine.

20.

Education Bureau, Hong Kong Special Administrative Region Government. (2017). Supplement to the science education key learning area curriculum guide, science (Secondary 1-3) (Provisional Final Draft). Retrieved from https://www.edb.gov.hk/attachment/en/curriculum-development/kla/science-edu/Science(S1-3)_supp_e_2017.pdf

21.

Foucault

(1978). The history of sexuality: Vol. 1. An introduction ( Hurley

, Trans.) New York, NY: Pantheon.

22.

Gough

(1997). Education and the environment: policy, trends and the problems of marginalisation (Australian Education Review Series No .39). Melbourne, Victoria: Australian Council for Educational Research.

23.

Gough

(2002). Mutualism: A different agenda for science and environmental education. International Journal of Science Education, 24, 1201-1215. doi:10.1080/09500690210136611

24.

Gough

(2016). Tensions around the teaching of environmental sustainability in schools. In Barkatsas

Bertram

(Eds.), Global learning in the 21st century (pp. 83-102). Rotterdam, The Netherlands: Sense.

25.

Gough

(2017a). Searching for a crack to let environmental light in: Ecological biopolitics and international education for sustainable development discourses. Cultural Studies of Science Education, 12, 889-905. doi:10.1007/s11422-017-9839-8

26.

Gough

(2017b). Educating for the marine environment: Challenges for schools and scientists. Marine Pollution Bulletin, 124, 633-638. doi:10.1016/j.marpolbul.2017.06.069

27.

Gough

(2018). Sustainable development and global citizenship education: Challenging imperatives. In Davies

L-C.

Kiwan

Peck

Peterson

Sant

Waghid

(Eds.), The Palgrave handbook of global citizenship and education (pp. 295-312). London, England: Palgrave Macmillan. doi:10.1057/978-1-137-59733-5_19

28.

Gough

Russell

Whitehouse

(2017). Moving gender from margin to center in environmental education. The Journal of Environmental Education, 48, 5-9. doi:10.1080/00958964.2016.1252306

29.

Gould

S. J.

(1997, March). Nonoverlapping magisterial. Natural History, 106, 16-22.

30.

Gruenewald

(2003). At home with the other: Reclaiming the ecological roots of development and literacy. The Journal of Environmental Education, 35, 33-43.

31.

Guterres

(2018, June 8). Secretary-General’s message. World Oceans Day. Retrieved from www.un.org/en/events/oceansday/message.shtml

32.

Haraway

D. J

. (1991). Simians, Cyborgs, and Women: The Reinvention of Nature. London, England: Free Association Books.

33.

Haraway

(2008). When species meet. Minneapolis: University of Minnesota Press.

34.

Hayles

(1999). How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. Chicago, IL: University of Chicago Press. doi:10.7208/chicago/9780226321394.001.0001

35.

Helmreich

(2009). Alien ocean: Anthropological voyages in microbial seas. Berkeley: University of California Press.

36.

Jones

Haraway

(2006). Zoon. In Jones

C. A.

(Ed.), Sensorium: Embodied experience, technology, and contemporary art (pp. 241-243). Cambridge, MA: MIT Press.

37.

Keller

E. F.

(1992). Secrets of life, secrets of death: Essays on language, gender and science. New York, NY: Routledge.

38.

Latour

(1993). We have never been modern. Cambridge, MA: Harvard University Press.

39.

Mentz

(2012). After sustainability. PMLA, 127, 586-592.

40.

Merchant

(2016). Autonomous nature: Problems of prediction and control from ancient times to the scientific revolution. New York, NY: Routledge.

41.

New Zealand Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Author.

42.

Ocean Literacy Network. (2013). Ocean literacy: The essential principles and fundamental concepts of ocean sciences for learners of all ages (version 2). Washington, DC: National Oceanic and Atmospheric Administration. Available from www.oceanliteracy.net (Original work published 2005)

43.

Owen

(1849). On the nature of limbs. London, England: John Van Voorst.

44.

Probyn

(2016). Eating the ocean. Durham, NC: Duke University Press.

45.

Shubin

(2008). Your inner fish: A journey into the 3.5-billion-year history of the human body. New York, NY: Pantheon.

46.

Sonu

Snaza

(2015). The fragility of ecological pedagogy: Elementary social studies standards and possibilities of new materialism. Journal of Curriculum and Pedagogy, 12, 258-277. doi:10.1080/15505170.2015.1103671

47.

Soper

(1995). What is nature? Culture, politics, and the non-human. Oxford, UK: Blackwell.

48.

Steinbeck

(2011). The Log from the Sea of Cortez. London: Penguin Classics. (Original work published 1951)

49.

Strick

(2009). Review of alien ocean: Anthropological voyages in microbial seas by Stefan Helmreich. Isis, 100, 949-950.

50.

Tsing

A. L.

(2014). Strathern beyond the human: Testimony of a spore. Theory, Culture and Society, 31, 221-241.

51.

United Nations. (1972). Declaration of the United Nations conference on the human environment. Retrieved from http://webarchive.loc.gov/all/20150314024203/http%3A//www.unep.org/Documents.Multilingual/Default.asp?documentid%3D97%26articleid%3D1503

52.

United Nations. (1993). Agenda 21: Earth summit: The United Nations programme of action from Rio. Retrieved from https://sustainabledevelopment.un.org/content/documents/Agenda21.pdf

53.

United Nations. (2016). Sustainable development goals: 17 goals to transform our world. Retrieved from https://www.un.org/sustainabledevelopment/sustainable-development-goals/

54.

United Nations Educational, Scientific, and Cultural Organization. (2017). Education for sustainable development goals: Learning objectives. Paris, France: Author.

Symbiopolitics,Sustainability,and Science Studies: How to Engage With Alien Oceans

Abstract

Keywords

Get full access to this article

References