XI Congreso Internacional sobre Estudios Nutricionales y Alimentaci?n

Abstract

Scientific learning in the early years has been problematised by the microscopic generating macroscopic tensions in living. These lived tensions between the material and digital blur and hybridise in different ways—‘together-apart’ (Barad, 2014). Teaching the environmental sciences within social isolation and the restraints of a pandemic demands radical pedagogies that move with the shifting sands of the twenty-first century. Pedagogies of connectedness, flexibility, and relationality open otherworldly possibilities as authentic alternatives to traditional science education as we knew it. The ways science is conceptualised largely depends on the culture in which it is produced and enacted. The microscopic has opened macroscopic pedagogical space for early years science, art and technologies to be inclusive and invite diffractive articulations of cultural ways of knowing, being and doing, across complex learning environments and contexts. This pedagogical stance invites multimodal geographies, ecologies, imaginaries and stories to be rhizomatic and essential wayfarers in traversing messy hybrid landscapes and tensions. Place and a relational pedagogy of Place become an anchor for students to decolonise and come alongside Indigenous Worldviews in their lives and learning. For non-Indigenous educators Country is not far off in some distant time but rather always already here. Amongst the demise of late capitalism and with the acceleration of environmental catastrophe the microscopic may just have given us a clearer vision of what capabilities are needed for surviving the twenty-first century.