Background: Teaching and learning in outdoor experiential education is often conducted on lands with troubled histories of settler colonialism. This calls for new and creative forms of socioecological responsibility to attend to human supremacism and exceptionalism that marginalizes, exploits, dominates, and objectifies Other(s) in these Anthropocene times. Purpose: Through posthumanist philosophy (re)conceptualizing Western binary logics, this article explores possibilities for postcolonial land ethics in outdoor experiential education to address past, present, and future socioecological injustices and threats. Methodology/Approach: Adopting new materialist methodologies, this article examines affective materiality emerging from a series of multisensory researcher/teacher enactments, as set within pedagogies attuning-with land with a Grade 4/5 class in Canada. Findings/Conclusions: The affective materiality of sense-making in the researcher/teacher enactments provided opportunities to challenge discursively positioned land ethics, suggesting a transforming-with Other(s) through relationally co-constituted existences. Implications: Understanding that no separate and discrete worldviews exist in which individuals act through autonomous agency, but that worlding emerges through relational agency, teaching, and learning in outdoor experiential education can generate an intrinsic sense of responsibility to attend to more equitable relationships with Other(s) for/with/in these Anthropocene times.

中文翻译：

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户外体验教育的后人文主义和后殖民主义可能性

背景：户外体验式教育的教学和学习通常在有殖民殖民主义历史的土地上进行。这需要新的和创造性的社会生态责任形式来关注在这些人类世时代边缘化、剥削、支配和客观化他人的人类至上主义和例外主义。目的：通过后人文主义哲学（重新）概念化西方二元逻辑，本文探讨了户外体验教育中后殖民土地伦理解决过去、现在和未来社会生态不公正和威胁的可能性。方法论/途径：本文采用新的唯物主义方法论，研究了一系列多感官研究者/教师的行为所产生的情感物质性，设置在加拿大 4/5 年级的教学法中。发现/结论：研究者/教师制定中意义建构的情感物质性提供了挑战话语定位的土地伦理的机会，表明通过关系共同构成的存在与他人进行转变。含义：了解个人通过自主代理行事不存在单独和离散的世界观，但世界通过关系代理、户外体验式教育中的教学和学习出现，可以产生一种内在的责任感，以处理与其他人的更公平的关系（ s) 对于/与/在这些人类世时代。研究者/教师表演中意义建构的情感物质性提供了挑战话语定位的土地伦理的机会，暗示通过关系共同构成的存在与他人进行转化。含义：了解个人通过自主代理行事不存在单独和离散的世界观，但世界通过关系代理、户外体验式教育中的教学和学习出现，可以产生一种内在的责任感，以处理与其他人的更公平的关系（ s) 对于/与/在这些人类世时代。研究者/教师表演中意义建构的情感物质性提供了挑战话语定位的土地伦理的机会，暗示通过关系共同构成的存在与他人进行转化。含义：了解个人通过自主代理行事不存在单独和离散的世界观，但世界通过关系代理、户外体验式教育中的教学和学习出现，可以产生一种内在的责任感，以处理与其他人的更公平的关系（ s) 对于/与/在这些人类世时代。