Dwelling and Curriculum Making in Environmental Education

• In Event: Dwelling and the More-Than-Human in Education

Abstract

This paper explores some of the possibilities of Tim Ingold’s theory of dwelling for environmental education. It briefly outlines his related concepts of dwelling, place, learning, skill, and agency. It goes on to consider how these might inform the concept of curriculum making, particularly but not exclusively in consideration of environmental education. ‘Dwelling’ has both superficial and deeper resonances with certain forms of environmental experience/knowing but the potential of Ingold’s account is that it coheres with a set of processes that can be understood as educative. We suggest that curriculum making, in general, could be the enactment of new processes of dwelling. But we suggest it also engages curriculum making with different places, and with non-human organisms, on level terms.

Authors

• Greg B. Mannion, University of Stirling

• Hamish Ross, University of Edinburgh