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De-imagining and Reinvigorating Learning with/in/as/for Community, Through Self, Other and Place

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Touchstones for Deterritorializing Socioecological Learning

Abstract

Perceiving learning with/in/as/for community enriches socioecological learning and encourages powerful interactions between human and non-human nature. The value and significance of community and collaboration is widely acknowledged, both within and beyond formal education, however perceptions of community have traditionally been human-centric. Furthermore, research and practice frequently indicates that community connections require greater consideration and effort in order to be effectively realised. In response, this chapter positions community as an authentic and essential foundation for socioecological learning, situating learning within the interconnected elements of social and ecological worlds. The authors grapple with the concept of community and situate community with/in/as/for socioecological learning. Their four diverse examples of community connection are shared through research stories, thereby expanding perceptions of community beyond teachers and students using their local social and ecological community as a resource for learning. This exploration illuminates the potential of community to enrich socioecological learning experiences. In essence, this chapter is a storied exploration of community with, from and about places, spaces, students, parents, teachers, researchers, community members and non-human nature.

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Notes

  1. 1.

    We use the term minority to describe the influential countries that are often described as ‘developed’ Western nations. The term minority is used, as this is where the minority of the world’s population resides. We view the descriptors of minority/majority as less judgmental than developed/Western and 3rd world/lesser developed. We do appreciate the heterogeneous nature of countries and communities, and the fact that any broad terms such as these cannot adequately represent these realities.

  2. 2.

    ‘De’ meaning ‘from’ in Spanish.

  3. 3.

    We use de- meaning ‘from’ in Spanish, consistent with the rest of the Touchstones for Deterritorializing Socioecological Learning chapters, to highlight our aim to not only rethink but also to open up new territory and directions.

  4. 4.

    Pseudonyms are used to ensure anonymity.

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Authors and Affiliations

  1. School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Lismore, NSW, Australia

    Maia Osborn & Simone Blom

  2. Sustainability, Health and Wellbeing Education, Victoria University, Melbourne, VIC, Australia

    Helen Widdop Quinton

  3. Centre for Learning and Teaching, Auckland University of Technology, Auckland, New Zealand

    Claudio Aguayo

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  1. School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Bilinga, QLD, Australia

    Amy Cutter-Mackenzie-Knowles

  2. School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Bilinga, QLD, Australia

    Alexandra Lasczik

  3. School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Coffs Harbour, NSW, Australia

    Judith Wilks

  4. School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Bilinga, QLD, Australia

    Marianne Logan

  5. School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Coffs Harbour, NSW, Australia

    Angela Turner

  6. School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Lismore, NSW, Australia

    Wendy Boyd

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Osborn, M., Blom, S., Widdop Quinton, H., Aguayo, C. (2020). De-imagining and Reinvigorating Learning with/in/as/for Community, Through Self, Other and Place. In: Cutter-Mackenzie-Knowles, A., Lasczik , A., Wilks, J., Logan, M., Turner, A., Boyd, W. (eds) Touchstones for Deterritorializing Socioecological Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-12212-6_8

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