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The socioecological learner in big history: Post-Anthropocene imageries
Book chapter

The socioecological learner in big history: Post-Anthropocene imageries

Amy Cutter-Mackenzie-Knowles, Marilyn Ahearn, Bradley Dean Shipway and Wendy Boyd
Touchstones for Deterritorializing Socioecological Learning: The Anthropocene, Posthumanism and Common Worlds as Creative Milieux, pp.139-162
Palgrave Macmillan
2020
DOI: https://doi.org/10.1007/978-3-030-12212-6_6
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The Socioecological Learner in Big History: Post-Anthropocene ImageriesView
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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#2 Zero Hunger
#4 Quality Education
#12 Responsible Consumption & Production
#13 Climate Action
#14 Life Below Water
#15 Life on Land

Source: InCites

Abstract

Big History Socioecological learning Anthropocene Post-Anthropocene Whole systems Antidisciplinary Creative Arts, Media and Communication Curriculum and Pedagogy Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) Environmental Education and Awareness
The purpose of this chapter is to critically examine socioecological learning within the context of the evolving scientific story of the universe through Big History. We orient the reader to an overview of Big History in the context of the post-Anthropocene. Big History promotes antidisciplinary boundaries, beyond siloing, to forge new connections within an increasingly complex universe. Incorporating the experiences of fifteen students, we represent their post-Anthropocene imaginaries revealing five distinct themes/concepts. These include: Big History is More than-Human; Big History Metanarratives; Antidisciplinary Learning through Big History; Whole-systems and Worldviews in Big History; Agency and Possibility of Transformative Thinking in Big History.

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