186. STS Pedagogies of Sea, Sky, and Land

Natalie Forssman, University of British Columbia - Okanagan Campus; Katy Overstreet, University of Copenhagen;

Institutional formations in environmental and sustainability education centre interdisciplinary pedagogies as crucial for building environmentally just futures. Like other interdisciplinary teaching and learning configurations, environmental pedagogies are in reciprocal conversation with STS scholarship, including scholarship on how environmental knowledges are 'intersectionally mediated by labor, social positionality, subjectivity, and various forms of exclusion' (Vaughn, Guarasci, & Moore, 2021). Intersectional and interdisciplinary STS pedagogies of sea, sky, and land emphasize power and privilege in the construction, understanding, and experience of place, and provoke unlearning and unsettling of dominant western and settler-colonial assumptions. This panel invites scholarship of teaching and learning in environmental, sustainability, and climate-action classrooms, curriculum design spaces, institutional configurations, and university-community interfaces, with a particular interest in making-doing and/or place-based pedagogies. We aim to facilitate collaborative reflection on teaching and learning philosophies and practices that engage in, participate in, and intervene in environmental knowledge-making practices. This could include, but is not limited to: - Using experiential and/or project-based learning to critically investigate whose knowledge claims about environment, sustainability, and climate are valued and how, including through engagement with Indigenous ways of knowing; - Cripping, decolonizing, and/or queering environmental sciences tools and methods, including via citizen science projects and arts-based interventions; - 'Reading athwart' (Hustak & Myers, 2012) individualistic and reductionist logics in the environmental and ecological sciences, and working with learners to amplify alternative logics and values in environmental knowing; - Guiding learners in developing accounts of more-than-human socialites and infrastructures through multidisciplinary and/or field-based configurations (Cypher et al., 2022).

Contact: natalie.forssman@ubc.ca, katy.overstreet@hum.ku.dk

Keywords: Feminist STS, Method and Practice, Environmental/Multispecies Studies, STS Pedagogies

Published: 04/07/2023