Imagining a wilder policy future through interstitial tactics

This paper takes as its central concern the concept of wilding education policy and explores implications for systemic change in education. It starts from shared premises with wild pedagogies, namely, that current human operations are unsustainable and require deep transformation, and that education...

Full description

Saved in:
Bibliographic Details
Published in:Policy futures in education 2021-04, Vol.19 (3), p.269-290
Main Author: Aikens, Kathleen
Format: Article
Language:English
Subjects:
Change Strategies
Climate
Educational Change
Educational Policy
Educational Principles
Elementary Secondary Education
Environmental Education
Ethnography
Kindergarten
Meta Analysis
Outdoor Education
Risk
Sustainability
Transformative Learning
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper takes as its central concern the concept of wilding education policy and explores implications for systemic change in education. It starts from shared premises with wild pedagogies, namely, that current human operations are unsustainable and require deep transformation, and that education is (or should be) a partner in this transformation. The arguments herein focus on the relationship of the institution of formal schooling to the ‘wild,’ and posits that, because of the inherent tensions between the two, interstitial policy tactics are required. This paper proposes five working principles of interstitial tactics and examines these against a meta-synthesis of recent research on transformative environmental and sustainability practices in schools.
ISSN:1478-2103
1478-2103
DOI:10.1177/1478210320972578