Peter Appelbaum

This book explores community action within our more-than-human lifeworld, tackling post-Anthropocene challenges. It presents bold experiments, shifting from crisis study to asking, "How are we here?". It addresses key issues by moving beyond posthuman perspectives, integrating indigenous ways of being, resisting ‘Doomer Culture’, and rejecting blind ‘Hopeism’. Part 1 focuses on Post-Anthropocene Pedagogies from an Education Studies perspective. Part 2 illustrates the power of these pedagogies, while Part 3 delves into literature on Post-Anthropocene Education. Part 4 illustrates the approach via case studies of teaching, the development of an NGO, and community art projects. The narrative emphasizes maintaining a two-way flow between human culture and nature, highlighting porous boundaries. It argues that mere knowledge won't cure or save the world. Instead, it advocates for leadership and civic engagement that enrich reconnection with place and stewardship. The primary audience is within environmental education, sustainability studies, curriculum studies, post-human studies, sociology of education, and resource management as educational enterprise.

Beyond Posthuman Perspectives

Post-Anthropocene Civic and Global Education Studies

James Scott

The volume is an edited work of poems by 24 soldier poets of the First World War who were German Jews in the German military. It is a side-by-side German and English edition.

German Jewish Soldier-Poets of the Great War

Broken Carousel

Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" – that is, as planning for instruction – rather than as a "reader" engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning – the sort of curriculum theorizing – accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading; Each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between "going through the motions of teaching" and "designing educational experiences. This book was awarded the 2009 AERA Division B (Curriculum Studies) Outstanding Book Award.

Peter Appelbaum

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