Post-human futures: Feminist common worldings and Indigenous worldviews in education
Abstract
Education plays an important role in reconfiguring human agency within an interdependent world (Common Worlds Research Collective, 2020). This involves letting go of human-exceptionalist practices that position humans as separate from the environment (Taylor, 2020). This entry highlights work conducted by Indigenous scholars or informed by Indigenous worldviews that understand all life as agentic, lively and relational. These principles, from a pluriversal perspective, engage with human and more-than-human ontologies, broadening understandings of justice. Researchers explore natureculture entanglements through pedagogical experimentation with past-present-futures, where circular time exists in an enduring present. Working with humility and the everyday, this research does not make universal claims nor propose one-size-fits-all solutions. We recognize the potential for Indigenous philosophy and feminist common worldings (Blaise and Hamm, 2022) to rethink human relationships with the environment. Indigenous and feminist common worldings, which see place and people as inherently connected, offer vital insights for education in the Anthropocene.
Keywords
Indigenous worldviews, common worlds, environmental education, relationality, more-than-human ontologies, Anthropocene education
Document Type
Book Chapter
Date of Publication
11-13-2025
Publication Title
Elgar Encyclopedia of the Sociology of Education
Publisher
Edward Elgar Publishing
School
School of Education
RAS ID
84633
Copyright
subscription content
Recommended Citation
Tytler, C., & Blaise, M. (2025). Post-human futures: Feminist common worldings and Indigenous worldviews in education. In R. K. Sidhu, Y. Cheng, & J. L. Waters (Eds.), Elgar encyclopedia of the sociology of education (pp. 242-244). Edward Elgar Publishing. https://doi.org/10.4337/9781035315673.00067