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The wisp of an outline ≈ Storying ontology as environmental inquiry↔education :–)

Published online by Cambridge University Press:  28 December 2021

Scott Jukes Open the ORCID record for Scott Jukes [Opens in a new window] ,
David Clarke  and
Jamie Mcphie
Scott Jukes*
Affiliation:
School of Education, Federation University, Ballarat, Australia
David Clarke
Affiliation:
University of Edinburgh, Edinburgh, UK
Jamie Mcphie
Affiliation:
University of Cumbria, Ambleside, UK
*
*Corresponding author. E-mail: s.jukes@federation.edu.au
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Abstract

They thought they felt something, perhaps. The wisp of an outline not distinct enough to trace. Good. They circled it, at times, and at other times found themselves within. As they walked (a sort of walking. Figurative but real. Digital, but here. Over months of events), it curled open and headed in several directions. Foldings in the backcloth that furrowed them along until, as they walked and talked, they felt that perhaps a territory was becoming simultaneously clearer and more obscure, that they might find a way to enquire, even as it meant becoming the folds themselves. As they coalesce, Scott, Jamie, and Dave each come to this project differently (of course). From their own situations, with their own problems and with different voices and ways of writing. We (for the first shift in voice) take post-qualitative inquiry to be infused with a question mark, wary of attempts to make it a ‘thing’. Yet here we are, drawn to potentials, to the opening of conditions, to the possibility of something still to come. We hope to make a shift, to realise (as in make manifest) ontology and its everyday performance as synonymous with environmental education. Environmental education as a life.

Keywords

eventsfiresviruslinescollaborative writing as inquiry
Type
Article
Information
Australian Journal of Environmental Education , Volume 38 , Special Issue 3-4: Post-qualitative inquiry: Theory and practice in environmental education , September 2022 , pp. 328 - 344
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Copyright
© The Author(s), 2021. Published by Cambridge University Press

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Footnotes

This manuscript is an original work that has not been submitted to nor published anywhere else.

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