teaching at the end of the world: weird pedagogy + educational futurity
// doctoral research project //
This study investigates contemporary educational research and practice in terms of how education systems produce resources for thinking “the future,” or what is understood in this study as educational futurity. Through an investigation of the unthinkable pedagogical problematics characteristic of the age of the (so-called) Anthropocene, this study will uncover the axioms that have come to define educational futurity, while also projecting a series of “weird” speculations on how educational future(s) might be re-imagined towards an understanding of pedagogy at “the end of the world as we know it.”
Our contemporary moment, an era (contentiously) termed the Anthropocene, is characterized by environmental, social and psychic crises that seemingly have the potential to derail modes of thinking bound by historicism and past habits, particularly in the field of education. Nevertheless, dominant approaches to pedagogy and curriculum remain wedded to outdated and insufficient paradigms that work to reconstitute conventional reference points while limiting the possibility for pedagogical life to unfold otherwise.
The problem for contemporary educational research and practice is thus how to deal with the expectation that education should provide “hope” for the future given the challenges raised by the growing acknowledgement that the world as we know it is undergoing uncertain and potentially catastrophic transformations. Through an investigation of the unthinkable pedagogical problematics through which educational (un)thinkability is itself conditioned, this project aims to counter-actualize methodology-as-usual within the field of educational research, while also relaunching educational futurity into yet unthought trajectories.