The rich and innovative ideas of quantum physicist and feminist theorist Karen Barad have much to offer environmental educators in terms of practical theories for teaching and learning. This article shares insights gained from a facilitated conversation at the Australian Association for Environmental Education (AAEE) Conference Research Symposium, and offers an introduction to Barad’s theories for environmental educators. At this time of challenging planetary imperatives, environmental education is increasingly called upon to contribute to students’ understanding of connectedness, and Barad’s theory of agential realism provides a way to think about, articulate and engage with connectedness as inherent within the world rather than something we need to create. By considering entanglement as a fundamental state, we understand that separateness is not the original state of being. This shift in perspective supports a subtle yet powerful approach to knowledge, communication and collaboration, understanding difference as integral within the world’s entangled becoming. The convened conversation sought to explore Barad’s thinking by defining and discussing the concepts of agential realism, intra-action, material-discursivity, phenomena and diffraction. Barad’s ideas were used to collectively explore what it means to be intraconnected and entangled in today’s world, and specifically how these concepts and experiences relate to our work and lives as environmental educators and researchers.

中文翻译：

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物质与意义的纠葛：凯伦巴拉德哲学对环境教育的重要性

量子物理学家和女权主义理论家凯伦·巴拉德丰富而创新的思想在教学实践理论方面为环境教育者提供了很多东西。本文分享了在澳大利亚环境教育协会 (AAEE) 会议研究研讨会上的一次便利对话中获得的见解，并为环境教育者介绍了 Barad 的理论。在这个充满挑战的行星当务之急的时候，越来越多的环境教育被要求帮助学生理解连通性，以及巴拉德的理论能动实在论提供了一种思考、表达和参与世界内在联系的方式，而不是我们需要创造的东西。通过考虑纠缠作为一种基本状态，我们理解分离不是存在的原始状态。这种观点的转变支持了一种微妙而强大的知识、沟通和协作方法，将差异理解为世界纠缠形成中不可或缺的一部分。召集的对话旨在通过定义和讨论以下概念来探索巴拉德的思想能动实在论,行动内,物质话语性,现象和衍射. Barad 的想法被用来共同探索在当今世界中相互联系和纠缠意味着什么，特别是这些概念和经验如何与我们作为环境教育者和研究人员的工作和生活相关联。