Author Identifier (ORCID)
Abstract
Feminist environmental educators have been calling for new ways of dismantling traditional separations such as nature–culture for reconfiguring human–environment relations. The Common Worlds Research Collective is an interdisciplinary research network made up of educators and researchers that conduct feminist and anticolonial pedagogical and methodological work concerned with more-than-human worlds. This visual essay takes inspiration from the inventive ways the Common Worlds Research Collective are thinking and practising with concepts. This visual essay introduces commoning, worlding and inheriting as concepts for rethinking practice. It shows how re-viewing photographic documentation taken of a waste project with young children and educators opens up pedagogical possibilities for attending to children’s complex and entangled relations with waste. This visual essay demonstrates how creative, experimental and feminist methods can reconfigure children’s relations with waste and invites educators to apply these approaches in their own contexts.
Keywords
commoning, environmental education, inheriting, pedagogies, re-viewing, visual essay, worlding
Document Type
Journal Article
Date of Publication
1-1-2026
ISSN
08140626
Publication Title
Australian Journal of Environmental Education
Publisher
Cambridge University Press
School
Centre for People, Place and Planet
RAS ID
95364
Funding Information
This project was funded in part by Perpetual Impact and the Centre for People, Place and Planet, Edith Cowan University.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Blaise, M., Nykiel, A., Merewether, J., & Giamminuti, S. (2026). Re-viewing children’s relations with waste through commoning, worlding and inheriting. Australian Journal of Environmental Education. Advance online publication. https://doi.org/10.1017/aee.2026.10190