Animality-as-Curriculum in the Anthropocene

Abstract

To defend against the difficult knowledge of climate precarity, technocratic approaches are often used to evade the uncertainty that looms over educational encounters in the Anthropocene. While it is true that climate change has created a crisis of meaning in the field, in viewing climate change as embodied curriculum, it is possible to open more humane trajectories of living and learning with Others amid the Earth’s decreasing habitability. Within an ecofeminist orientation, this paper considers climate change as curriculum and challenges the mythology of bounded bodies in the Anthropocene.