In this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within current environmental precarities. We show how we stirred up trouble in and outside our university classroom and provoked our students to “make kin” with children, each other, other animals, and the more-than-human, but also to stay with the trouble, that is, to learn to be truly present in colonized spaces.

中文翻译：

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雷焦艾米利亚启发人类世的哲学教师教育：后人类儿童和家庭（树）

在本文中，我们介绍了受雷焦-艾米利亚启发的教学文献如何在重新概念化环境教育、重新配置儿童主体性以及在教师教育中引发从自创生到共生的本体论转变方面，以克服困难。在南非一所大学的三个基础阶段教师教育课程中，我们以后人类（e）方式和跨学科工作，将我们的教学置于当前环境不稳定的环境中。我们展示了我们如何在大学课堂内外挑起事端，激起学生与孩子、彼此、其他动物和超人之间的“亲情”，但也要与麻烦保持一致，即，学习在殖民空间中真正存在。