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It argues that human–nonhuman boundaries are repeatedly produced through cultures that privilege rationality and the intellectual as dominant knowledge practices. Using the author’s doctoral journey, it proposes dialogic methodology and methods to work with nonhuman “persons” as co-participants, supporting epistemological diversity and research representation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/doing-animist-research-in-academia-methodological-framework/597521/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/doing-animist-research-in-academia-methodological-framework/597521.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is animism difficult to explore explicitly in environmental research?","Question",{"text":112,"@type":113},"Because dominant colonial Eurocentric epistemologies and educational assumptions privilege rationality and intellectual thought, which makes animism hard to acknowledge and embody within research practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper propose working with nonhuman “persons” in research?",{"text":117,"@type":113},"It uses the author’s doctoral journey to identify and apply dialogic methodology and methods, treating nonhuman beings as co-participants rather than research objects.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does animism play for environmental educators and knowledge-making?",{"text":121,"@type":113},"Engaging animism as a research paradigm helps respond to calls for epistemological diversity and supports explicit acknowledgement of other-than-human contributors to knowledge-making.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597521,1792161542,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Doing Animist Research in Academia: A Methodological Framework  \nM.J. Barrett, University of Saskatchewan, Canada  \nAbstract  \nEpistemologies, ontologies, and education based on colonial Eurocentric assumptions have made animism difficult to explicitly explore, acknowledge, and embody in environmental research. Boundaries between humans and the “natural world,” including other animals, are continually reproduced through a culture that privileges rationality and the intellectual as primary ways of knowing, even though they have been repeatedly acknowledged as not enough to address increasingly pressing environmental concerns. I use my own doctoral research journey to explore possible methods for working with nonhuman “persons” asco-participants in, rather than objects of, research. Through the identification and use of a dialogic methodology and methods, I show how animism, as an enacted epistemology, can be incorporated into an approach to research and its representation in multi-media hypertext. By engaging animism as a paradigmatic framework for research, environmental educators can respond to repeated calls for epistemological diversity, and more significantly, make use of research approaches that support the explicit acknowledgement of other-than-human contributors to knowledge-making.  \nRésumé  \nLes épistémologies, les ontologies et l’éducation fondées sur les présomptions coloniales eurocentriques ont rendu difficiles l’étude, la reconnaissance et l’expression explicites de l’animisme dans la recherche environnementale. Les frontières entre les humains et le « monde naturel », y compris les autres animaux, sont constamment représentées à travers une culture privilégiant la rationalité et l’intellectualité en tant que principales façons du savoir, bien qu’elles aient souvent été désignées insuffisantespour cerner les questions environnementales de plus en plus complexes.Je me sers de mon propre cheminement de recherche doctoralepour examiner les méthodes de travail possiblesavec les « êtres non humains » participants à ce titre à la recherche, plutôt qu’à titre d’objets de la recherche. Par l’identification et l’emploi d’une méthodologie et de méthodes dialogiques, je démontre comment l’animisme, en tant qu’épistémologie désignée, peut être intégré dans une approche de recherche et sa représentation dans un hypertexte multimédia. En recourrant à l’animisme à titre de paradigme de la recherche, les éducateurs en environnement peuvent satisfaire des exigences répétées de diversité épistémologique, et surtout, adopter des approches de recherche qui appuient la reconnaissance explicite de contributeurs autres que les humains à l’élaboration du savoir.  \nKeywords: animism, nonhuman, epistemology, animal, environmental sustainability, research methodology, research methods, dialogic methodology  \nCanadian Journal of Environmental Education, 16, 2011 123  \nIntroduction and Theoretical Framework  \nBoundaries between humans and the “natural world,” including other animals, are continually reproduced through cognitive imperialist culture (Battiste, 1998; Battiste & Henderson, 2000) that privileges rationality and human intellectual thought—even though it has been consistently recognized as not enough to address increasingly pressing environmental concerns (e.g. , Capra, 1982; Stirling, 2007) . In this context, the epistemological value of knowledge acquired through relational, sensuous, and embodied engagement with other-than-human“persons”1—those beings who are not human—remains under-represented in research.“Sensual participation with nature” is certainly not “‘supernatural’ or‘extra-ordinary’”(Cajete, 2000, p. 20), as some may claim.  \nAnimism is central to this discussion. As a relational ontology, animism is particularly useful for disrupting the assumption that conscious communication among “persons” is restricted to humans, and scholars of animism have adopted the phrase “other-than-human person” in this endeavour. Animism situate","cbCaimm4fKMH4yO9","https://ap.wps.com/l/cbCaimm4fKMH4yO9","pdf",171351,"English","# Introduction and Theoretical Framework\n## Animism as relational ontology\n## Other-than-human persons and epistemological value","[{\"question\":\"Why is animism difficult to explore explicitly in environmental research?\",\"answer\":\"Because dominant colonial Eurocentric epistemologies and educational assumptions privilege rationality and intellectual thought, which makes animism hard to acknowledge and embody within research practices.\"},{\"question\":\"How does the paper propose working with nonhuman “persons” in research?\",\"answer\":\"It uses the author’s doctoral journey to identify and apply dialogic methodology and methods, treating nonhuman beings as co-participants rather than research objects.\"},{\"question\":\"What role does animism play for environmental educators and knowledge-making?\",\"answer\":\"Engaging animism as a research paradigm helps respond to calls for epistemological diversity and supports explicit acknowledgement of other-than-human contributors to knowledge-making.\"}]","Doing Animist Research in Academia - Methodological Framework | PDF",1792085173,48]