We ask in this chapter how students’ purposeful, imaginative belonging to their multispecies worlds can be nurtured as a starting point for creative resistance to dominant anthropocentric pedagogies. We explore how environmental education and ethics can resist reproducing colonizing, instrumental relations to coexisting entities. Our theoretical framework ranges across the intersections of experiential environmental education, Indigenous pedagogies (specifically Anishinaabe and Haudenosaunee), critical animal studies, and phenomenological perspectives. We are motivated by intersectional analyses examining the links between oppressions and are encouraged by interdisciplinary collaboration, experiential understanding, and the explicit linking of theories to praxis as illuminated in critical animal studies. Methodologically, the chapter draws on arts-based praxis as a way to disrupt and reimagine narratives of justice and multispecies pedagogies.
Fawcett, L., & Johnson, M. (2019). Coexisting Entities in Multispecies Worlds: Arts-Based Methodologies for Decolonial Pedagogies. In Animals in Environmental Education (pp. 175–193). Springer International Publishing. https://doi.org/10.1007/978-3-319-98479-7_10