Re-storying schools as "research sites" of climate change in the Chthulucene: diffractively reading through the land of a primary school in South Africa
Reynolds, Rose-Anne; Murris, Karin (2024-01-11)
Avaa tiedosto
Sisältö avataan julkiseksi: 11.07.2025
Taylor & Francis
11.01.2024
Reynolds, R. A., & Murris, K. (2024). Re-storying schools as “research sites” of climate change in the Chthulucene: diffractively reading through the land of a primary school in South Africa. The Journal of Environmental Education, 55(1), 52–63. https://doi.org/10.1080/00958964.2023.2259831
https://creativecommons.org/licenses/by-nc/4.0/
This is an Accepted Manuscript version of the following article, accepted for publication in Journal of environmental education. Reynolds, R. A., & Murris, K. (2024). Re-storying schools as “research sites” of climate change in the Chthulucene: diffractively reading through the land of a primary school in South Africa. The Journal of Environmental Education, 55(1), 52–63. https://doi.org/10.1080/00958964.2023.2259831. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
https://creativecommons.org/licenses/by-nc/4.0/
This is an Accepted Manuscript version of the following article, accepted for publication in Journal of environmental education. Reynolds, R. A., & Murris, K. (2024). Re-storying schools as “research sites” of climate change in the Chthulucene: diffractively reading through the land of a primary school in South Africa. The Journal of Environmental Education, 55(1), 52–63. https://doi.org/10.1080/00958964.2023.2259831. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
https://creativecommons.org/licenses/by-nc/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202504232854
https://urn.fi/URN:NBN:fi:oulu-202504232854
Tiivistelmä
Abstract
Inspired by Karen Barad’s agential realism and Donna Haraway’s use of the Chthulucene, our paper profoundly troubles and unsettles the humanist subject that has been the cause of so much trouble. Re-turning to a government primary school in Cape Town as the “research site,” we adopt temporal and spatial diffraction as a postqualitative research methodology. The colonial practices related to land ownership, are not in the past, but remain in its be(com)ing. Land “use” in South Africa during Apartheid, was, and still is, a form of violence. Thinking-with Neimanis and McLauchlan, we understand a school as not separate from the phenomenon of climate change, but as one of its sites and as a feminist project. A diffractive image articulates aesthetically and politically how the land as the more-than-human is a significant part of the phenomenon and queers school as a concept and “research site.”
Inspired by Karen Barad’s agential realism and Donna Haraway’s use of the Chthulucene, our paper profoundly troubles and unsettles the humanist subject that has been the cause of so much trouble. Re-turning to a government primary school in Cape Town as the “research site,” we adopt temporal and spatial diffraction as a postqualitative research methodology. The colonial practices related to land ownership, are not in the past, but remain in its be(com)ing. Land “use” in South Africa during Apartheid, was, and still is, a form of violence. Thinking-with Neimanis and McLauchlan, we understand a school as not separate from the phenomenon of climate change, but as one of its sites and as a feminist project. A diffractive image articulates aesthetically and politically how the land as the more-than-human is a significant part of the phenomenon and queers school as a concept and “research site.”
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