Abstract

This article is a reexamination of the author’s understanding of pedagogy, aimed at developing an increased awareness of the provinciality, limits and blind spots of the pedagogy and knowledge systems of colonial modernity. It engages with particular Indigenous epistemological theorisations of non-human agency, with Haraway’s notion of multispecies entanglement, and with the Australian Great Barrier Reef in an inquiry aimed at noticing absences and hauntings of pedagogies of modernity, including the absence of ways of knowing and being without separability and determinacy and the damage that has come of this. This opens space for contemplating separability and determinacy as ontological difficulties contributing to socio-ecological crises of our time. The article is intended as a move by the author toward developing greater capacity to stay with the trouble of educating and living on a damaged planet that is fast becoming uninhabitable.

摘要

本文是对作者对教育学理解的重新审视，旨在提高对殖民现代性教育学和知识体系的地方性、局限性和盲点的认识。它涉及非人类机构的特定土著认识论理论、Haraway 的多物种纠缠概念，以及澳大利亚大堡礁的一项调查，旨在注意到现代性教学法的缺失和困扰，包括缺乏认识和存在的方式没有可分离性和确定性以及由此带来的损害。这为将可分离性和确定性视为导致我们这个时代的社会生态危机的本体论困难打开了空间。