Bruno Latour argues that we are currently living in a New Climatic Regime, where binary oppositio... more Bruno Latour argues that we are currently living in a New Climatic Regime, where binary oppositions like Nature/Culture and Subject/Object prevent the development of modes of politics capable of collective action. The New Climatic Regime requires the reconstruction of human relations with the more-than-human world, including the contemporary politics of education, which mostly developed in response to problems lumped under the category of 'the social.' Here, scholars have asked how education might play a role in emancipating individuals and groups from oppressive social forces. However, climate change is a different type of political problem, and one where the logic of emancipation appears to break down. This paper puts Latour's thinking in conversation with Freire's praxes of liberatory education to inquire into the role emancipatory education might play in engendering collective action towards climate change and other problems of the present.
This article explores recent developments in the field of science and technology, and the work of... more This article explores recent developments in the field of science and technology, and the work of Bruno Latour in particular, to problematize the nature of Nature in science education. Although science and technology studies, and the scholarship on science education alike, have become increasingly attentive to the antidemocratic habits of science as a way of knowing, less attention has been directed toward science's ontological commitments, and the politics that follow from a theory of Nature that is uniform, homogenous, and unchanging. Latour suggests that the Nature toward which scientific knowledge is directed serves as a transcendent authority with the potential to circumvent the democratic deliberations of a supposedly subjective social world. Rather than treating Nature as a social construct, Latour explores the methodological and political implications of a reality composed of plural worlds and multiple modes of being, and this article suggests that these theoretical tools offer exciting new possibilities in the field of educational case study research.
This essay begins with the limitations of reflection in teacher education practitioner research. ... more This essay begins with the limitations of reflection in teacher education practitioner research. We wonder about the confines of a reflective practice that is solitary, ahistorical, and written in a particular academic register with an audience of one in mind. Instead, we explore the potential of walking methodologies as critical praxes with a group of pre-service educators. To do so we take a walk that is collective and focused on the way history is entangled with the students’ multimodal responses to this experience. We argue that walking as reflective praxis produces different possibilities in the space of teacher education. Pre-service educators participated in a mode of public pedagogy that challenges the treatment of teaching and learning as ahistorical and universal processes that can be neatly represented by the written word.
In this piece I use autoethnography to communicate my relationships with/in the sciences, drawing... more In this piece I use autoethnography to communicate my relationships with/in the sciences, drawing from experiences as both a learner and an educator. I argue that giving voice to such experiences plays an important role in developing coalitions of critical science educators, and works against the ubiquitous appeal of disembodied objectivity in the sciences more broadly. At the same time, I worry about the ways in which autoethnographic research tacitly assumes a stable and transparent self, able to give voice to self-evident experiences. Instead, I draw on the work of Maria Lugones to frame this autoethnographic practice as a communicative gesture. Here, narratives underscore how past experiences become reconstructed in the present, not in order to uncover the truth of these experiences but to put them to use in the construction of coalitions of critical scholars in the field of science education.
The purpose of this paper is to approach the phenomenon of post-Truth politics as an important si... more The purpose of this paper is to approach the phenomenon of post-Truth politics as an important site of inquiry for the field of curriculum theory. The authors define curriculum as the empirical frameworks that shape our acts of knowing, being, and relating to the world, and argue that inquiries into curriculum must move beyond a concern with epistemology alone. The framework of empiricism ensures that curriculum scholars attend simultaneously to learned habits and methods of knowing and relating to the world. These habits and methods, in turn, have particular ethical, epistemic, and ontological commitments. The authors point to particular empirical frameworks that tacitly inform the disciplinary organization of schooling, before exploring a different empirical tradition in the work of John Dewey. The article ends by placing Dewey’s empirical philosophy in conversation with the work of Sylvia Wynter to inquire into new curricular possibilities.
Bruno Latour argues that we are currently living in a New Climatic Regime, where binary oppositio... more Bruno Latour argues that we are currently living in a New Climatic Regime, where binary oppositions like Nature/Culture and Subject/Object prevent the development of modes of politics capable of collective action. The New Climatic Regime requires the reconstruction of human relations with the more-than-human world, including the contemporary politics of education, which mostly developed in response to problems lumped under the category of 'the social.' Here, scholars have asked how education might play a role in emancipating individuals and groups from oppressive social forces. However, climate change is a different type of political problem, and one where the logic of emancipation appears to break down. This paper puts Latour's thinking in conversation with Freire's praxes of liberatory education to inquire into the role emancipatory education might play in engendering collective action towards climate change and other problems of the present.
This article explores recent developments in the field of science and technology, and the work of... more This article explores recent developments in the field of science and technology, and the work of Bruno Latour in particular, to problematize the nature of Nature in science education. Although science and technology studies, and the scholarship on science education alike, have become increasingly attentive to the antidemocratic habits of science as a way of knowing, less attention has been directed toward science's ontological commitments, and the politics that follow from a theory of Nature that is uniform, homogenous, and unchanging. Latour suggests that the Nature toward which scientific knowledge is directed serves as a transcendent authority with the potential to circumvent the democratic deliberations of a supposedly subjective social world. Rather than treating Nature as a social construct, Latour explores the methodological and political implications of a reality composed of plural worlds and multiple modes of being, and this article suggests that these theoretical tools offer exciting new possibilities in the field of educational case study research.
This essay begins with the limitations of reflection in teacher education practitioner research. ... more This essay begins with the limitations of reflection in teacher education practitioner research. We wonder about the confines of a reflective practice that is solitary, ahistorical, and written in a particular academic register with an audience of one in mind. Instead, we explore the potential of walking methodologies as critical praxes with a group of pre-service educators. To do so we take a walk that is collective and focused on the way history is entangled with the students’ multimodal responses to this experience. We argue that walking as reflective praxis produces different possibilities in the space of teacher education. Pre-service educators participated in a mode of public pedagogy that challenges the treatment of teaching and learning as ahistorical and universal processes that can be neatly represented by the written word.
In this piece I use autoethnography to communicate my relationships with/in the sciences, drawing... more In this piece I use autoethnography to communicate my relationships with/in the sciences, drawing from experiences as both a learner and an educator. I argue that giving voice to such experiences plays an important role in developing coalitions of critical science educators, and works against the ubiquitous appeal of disembodied objectivity in the sciences more broadly. At the same time, I worry about the ways in which autoethnographic research tacitly assumes a stable and transparent self, able to give voice to self-evident experiences. Instead, I draw on the work of Maria Lugones to frame this autoethnographic practice as a communicative gesture. Here, narratives underscore how past experiences become reconstructed in the present, not in order to uncover the truth of these experiences but to put them to use in the construction of coalitions of critical scholars in the field of science education.
The purpose of this paper is to approach the phenomenon of post-Truth politics as an important si... more The purpose of this paper is to approach the phenomenon of post-Truth politics as an important site of inquiry for the field of curriculum theory. The authors define curriculum as the empirical frameworks that shape our acts of knowing, being, and relating to the world, and argue that inquiries into curriculum must move beyond a concern with epistemology alone. The framework of empiricism ensures that curriculum scholars attend simultaneously to learned habits and methods of knowing and relating to the world. These habits and methods, in turn, have particular ethical, epistemic, and ontological commitments. The authors point to particular empirical frameworks that tacitly inform the disciplinary organization of schooling, before exploring a different empirical tradition in the work of John Dewey. The article ends by placing Dewey’s empirical philosophy in conversation with the work of Sylvia Wynter to inquire into new curricular possibilities.
[EN]
Bruno Latour argues that we are currently living in a New Climatic Regime, where binary oppo... more [EN] Bruno Latour argues that we are currently living in a New Climatic Regime, where binary oppositions like Nature/Culture and Subject/Object prevent the development of modes of politics capable of collective action. The New Climatic Regime requires the reconstruction of human relations with the more-than-human world, including the contemporary politics of education, which mostly developed in response to problems lumped under the category of ‘the social.’ Here, scholars have asked how education might play a role in emancipating individuals and groups from oppressive social forces. However, climate change is a different type of political problem, and one where the logic of emancipation appears to break down. This paper puts Latour’s thinking in conversation with Freire’s praxes of liberatory education to inquire into the role emancipatory education might play in engendering collective action towards climate change and other problems of the present.
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Papers by Tristan Gleason
Bruno Latour argues that we are currently living in a New Climatic Regime, where binary oppositions like Nature/Culture and Subject/Object prevent the development of modes of politics capable of collective action. The New Climatic Regime requires the reconstruction of human relations with the more-than-human world, including the contemporary politics of education, which mostly developed in response to problems lumped under the category of ‘the social.’ Here, scholars have asked how education might play a role in emancipating individuals and groups from oppressive social forces. However, climate change is a different type of political problem, and one where the logic of emancipation appears to break down. This paper puts Latour’s thinking in conversation with Freire’s praxes of liberatory education to inquire into the role emancipatory education might play in engendering collective action towards climate change and other problems of the present.