Dr Sarah Maree Crinall

Art-making has long been a feature of education and is increasingly being engaged to challenge normative perspectives in environmental education. This collaborative piece reflects on a creative pedagogy of zine-making for climate justice education based on the experiences of a zine/arts-making workshop held on Bundjalung Nation Country (so-called Kingscliff, Australia) for the annual retreat of The Sustainability, Environment, and the Arts in Education Research Centre. Members attended the workshop and collectively created a “zine” on the day. From a myriad of transdisciplinary spaces in education, the workshop was inspired by collective concerns and political commitments to climate justice education. Working in the space of de/anti-colonial and ecofeminist education, facilitators opened a space to understand, collage and create manifestos, stories, poems, and art on climate justice through zine-making. Based on collective reflection and writing together, this article contextualises and describes a pedagogical approach for climate justice education through zine-making. Artfully it exhibits our collectively created zine intermingled with reflective responses regarding the possibilities and challenges of zine-making as pedagogy for climate justice education. We recommend zine-making be put to work as a playful and creative pedagogy of generative rebellion toward climate justice with care.

Purpose: At the heart of this article is the intention to do initial teacher education (ITE) with relationships and ethics-based decision-making placed first, so all involved can feel sustained by study, work and learning. This article pays close attention to a course that foregrounds Indigenous worldviews and sustainability to resist and disrupt neoliberal discourses.
Design/methodology/approach: Karen Martin's concept of coming alongside and Elizabeth Grosz's becoming otherwise are central tenets for this article which entangles stories in an experimental way, with art as muse and attention to place, in a correspondent back and forth between those involved in the course for one iteration in 2022. The intention of this article is to define a series of heartbeats through correspon-dance in a post-qualitative inquiry event between the authors, who were co-collaborators in the Graduate Diploma of Early Childhood Teaching.
Findings: The intention of this article is to define a series of heartbeats that emerge as “heartwork”, which brings context to what created the conditions for putting relationships first and encouraging ethics-based decision-making in their experience of an ITE program in early childhood education.
Research limitations/implications: This is a conceptual paper with inconclusions enabled by the post-qualitative turn. At a time of increasing numbers, shorter courses and reductions in university funding, this article nevertheless offers, not answers, but these heartful entangled stories (and a series of heartbeats) to oxygenate others' ideas for reconceptualising ways of working together in high-pressure early childhood education programs across student, teacher and/or coordinator bounds.

Dear Reader∼Earth,
How can we refuse education as a content machine stream? How can we love our more-than-human- selves out of the dark into education spaces that care? Instigated by a love letter to Earth, the collaborators in this ‘letter to the editors’ enter a correspon-dance with place about co-mentorship and sustenance. As a post-qualitative inquiry this piece resists mining the world for meaning, and instead, the authors (and Earth) creatively compose this conceptual paper with some image and text-rich conversational ramblings alongside poetics of feminist black scholars and poets. The letters meet places, spaces and bodies on the page – data analysed is data again. Four letters emerge informed by contemporary environmental philosophy, wilding pedagogies, and place-based education. They speak to researchers and teachers on unceded, unsurrendered, colonised lands, themselves an act of solidarity from the two settler∼authors. The pile of loving letters tell the tale of two people on Earth, as Earth, re-imagining pedagogical theory and practice in relation to Earth in an exhibition of living with pedagogy. This process of ‘wilding’ your own pedagogies regularly – as loving pedagogies – is offered as worth considering.
Please enjoy this compilation of letters addressed to you, Earth.
Love from Earth.

Decision-makers not listening to First Nations are taking risks failing to prepare young people for accelerating climate changes. In 2022, three families – one Yamatji Nation, and two settler families across Widjabul /Wia-bal Country and Boonwurrung Country – tuned into the concepts of Country, Climate and Childhood while communicating onto a bodyplaceblog. Ngan’gikurunggurr peoples call to listen to other perspectives as, ‘Dadirri’ (deep listening), and Boonwurrung peoples’ define a listening as fleeting – ‘Yama-bul ngarnga-dha’ – so you better listen up! Listening first to First Nations lands and voices, an allied posthuman performative play produced streams of words and images as families composed contributions that applied agency to the concepts of Country, Climate and Childhood during rising and falling floodwaters. Some attentive conversations surfaced care for children’s ways of knowing, being and doing, glimpsing the climate of a childhood on Country in the climate era. During rising and falling floodwaters, the bodyplaceblog produced rafts of words and images that highlighted childhood’s inclination to ebb, flow, go deep, become still, and sometimes surface attention to more ethical futures among other things. while accompanying children through Country’s climatehood era, children’s companions can commit to notice ‘Country’ everyday, beginning by asking: How am I Country-conscious?

Worlding has been positioned as one way of considering how to attend and adapt to new imaginings of humanity in relation to other entities. In an act of living in places with other nonhuman beings, worlding offers a mode for naming these new spaces as central to a child's world-making. In this article, we explore the importance of noticing the ethics for staying with the trouble of worlding with children. This post-qualitative piece ruminates on the emergence of worlding as a theoretical concept and a methodology for considering worlding but not only. The first part of the paper asks: What is worlding? Are their moments of ethical discomfort in worlding? How can worlding unfold a space for undoing and unknowing? The second part of the paper then explores worlding possibilities through stories linked by the sea where fish and whales work with us to disrupt, reconfigure, and uncouple ethics of 'worlding' but not only. A series of ethical possibilities close the paper. The ethics of ongoingness and enchantment become a way to consider worlding but not only, a place for an unfolding of the unknowing and undoing where we can consider the ongoing, extending worlding as shared flourishing.

Australia is one colonised country in the Global South trying to live differently with our ‘morbid symptoms’. The global South’s Academy has a neoliberal coating that hopefully can be perforated – even if slightly – with intentional and unintentional shifts in how we do academia that allow oxygen into scholarship with some different scholarly processes. The health of the planet, where we are inextricably linked to planetary health, calls for care within and between academic bodies – (non)human bodies, water bodies and bodies of knowledge. I have examined some old blogposts playfully to understand creative blogging as one hopeful way toward an academic sustenance. This entry listens like a record to select blog posts through the voices of feminist black scholars and First Nations informed expertise in the post qualitative, new material turn. By re-experiencing and expressing the sustaining nature of academia to date there are some practical possibilities for an everyday, mothering, emerging academic to do academia differently. Entangled with the unceded lands and waters of Australia’s First Nation people’s – the Boonwurrung / Bunurong – a moment of everyday, academic emergence asks – an academia that plays out one creative, embodied, oxygenated breath at a time – how would you do that?

This article speaks up for those who are feeling unheard as post-qualitative inquirers. It also speaks with hope, helpfully, to those in positions of supervision and mentorship to help student researchers work across post paradigms, becoming allies with those who are attempting to experiment with new theory, figurative forms, and processes. Addressing some of the tensions we have experienced between traditional qualitative and emerging post-qualitative researchers enables us to specifically name disruptions that block, silence, and misalign. We also share openings as possibilities that remain with the tension and do not offer advice or recipes to follow. This is exactly the type of reductive process that post-qualitative research is trying to circumnavigate. In the hullabaloo, this article is a clarion call for the academy to open up education research and make room for researchers who are unbounded by the invented rules of humanist tradition and familiarity.

This post-inquiry paper looks to the intimate matter of young children and their worlds outside of school. With new materialism, water and art as philosophical muse, a new kind of ‘sustaining nature’ for environmental education emerges, problematizing ‘sustainability’ as an aim. We gathered and exchanged short videos and field notes (iPhone artifacts) during morning and afternoon walks with young children in our everyday lives. In a playful moment, these are engaged with in relation to theoretical material on ‘art and sensation’ from philosophers, Deleuze (Citation2003), Grosz (Citation2008) and ontologies of water that do post-qualitative research playfully (Crinall Citation2017; Somerville Citation2017). We mutually emerge with relational pedagogies, conjuring the grace and gift of daily life with the matter of clay, dirt, deadbird, water, and home into an environmental learning that attunes bodies/minds to the significance, grace and gift of sustaining, artful everyday life.

We have heard the warming planet’s calls for sustaining rhythms through

many events. COVID-19 is one such song. We have returned home with our families to our places in a mandated ‘lockdown’. Competitive economics are troubled, and trouble our world with unsustaining patterns. An urgent, convergent conversation about how ‘we’ (writers entwining) might touch on sustenance more begins between our two families. The children amongst us want to thread into these convolutions too.

Postqualitative research offers opportunities for playful praxis-reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through writing. Taking a line of flight from an initial data event at a research conference workshop, the process of diffracting and cutting together a data envelops the researchers in spacetimematterings of the workshop, skypes, and emails. We offer insights into the "thisness" of collaborative writing, data, and some potentialities of intensive relationalities between human and nonhuman matter, textuality, and scholarship. We propose that writing a haecceity could function as a postrepresentational process that foregrounds the production of data while drawing attention to the movements and middles, the floating time that creates collective insights and material tensions.