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It also addresses methodological work to represent ecologies of somaesthetics, ethics, and ecopolitics within an ecocentric paradigm.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/vagabonding-slowly-ecopedagogy-metaphors-figurations-and-nomadic-ethics/596611/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/vagabonding-slowly-ecopedagogy-metaphors-figurations-and-nomadic-ethics/596611.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the central focus of the post-critical environmental education study?","Question",{"text":63,"@type":64},"It examines a radical curriculum praxis using a “vagabonding” curriculum and a slow ecopedagogy, foregrounding the reconciliation of inner-social-outer “natures.”","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper treat methodology in relation to ecologies and representation?",{"text":68,"@type":64},"It describes a methodological challenge of representing ecologies of somaesthetics, ethics, and ecopolitics metaphorically and figurationally as lived by research subjects, including the researcher.",{"name":70,"@type":61,"acceptedAnswer":71},"What role do the lyrics play in the curriculum and findings?",{"text":72,"@type":64},"The lyrics are presented as arising from a slow ecopedagogy and are used to explore “dark ecological thought,” such as uncertainty, negativity, irony, despair, longing, and thoughtfulness.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596611,1792171266,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Vagabonding Slowly: Ecopedagogy, Metaphors, Figurations, and Nomadic Ethics  \nPhillip G. Payne, Monash University, Australia  \nAbstract  \nCritical environmental education promised a reconstructive critique of any education that reconstituted social and ecological injustices. Post-critical inquiry in environmental education research revitalizes that commitment. The “voices” of theresearched and researcher are well represented in this empirical study of a radical curriculum praxis. The dark matter pursued in this study of an environmentally designed vagabonding curriculum and its slow ecopedagogy is the reconciliation of inner-social-outer “natures.” A related methodological challenge is to metaphorically andfigurationally represent the ecologies of somaesthetics, ethics, and ecopolitics, as they are lived creatively by the subjects of research, including the researcher. This post-critical case study adds to that literature which reflexively addresses various ontology-epistemology tensions and their methodological implications as they are interpreted from within the ecocentric paradigm.  \nRésumé  \nLediscours critique del’éducation environnementale promettaitune reconstruction critique de toute éducation qui reconstituait les injustices sociales et écologiques.  \nLes études post-critiques dans la recherche en éducation à l’environnementrevitalisent cet engagement. Les « voix » des participants et des chercheurs sont bien représentées dans cette étude empirique sur la praxis d’une approche curriculaire radicale. La matière noire poursuivie dans cette étude d’un curriculum centré sur l’environnement et une éco-pédagogie ambulatoire et lente, est la réconciliation de nos ‘natures’ intérieures, sociales et extérieures. Le défi méthodologique est dereprésenter métaphoriquement et figurativement les écologies soma-esthétiques,éthiques et politiques, qui sont vécues par les acteurs de la recherche, incluant lechercheur. Cette étude de cas post-critique s’ajoute à la littérature qui s’intéresse aux diverses tensions ontologiques et épistémologiques ainsi qu’aux implications méthodologiques lorsque pensées à l’intérieur d’un paradigme écocentrique.  \nKeywords: experiential education, environmental design, body-time-space transpositions, metaphors, figurations  \nCanadian Journal of Environmental Education, 19, 2014 47  \nLyrics  \nInspired by his group’s musical performance at the “gig at the gulli” held by agaslight “campfire” on a dark and starry night, James wrote the following lyrics about his “experience” of a vagabonding curriculum.  \nStep without the shoes, that carry us above,  \nWalking on my own, I can feel it,  \nSleep without the bed, that shuts us up at night,  \nThe cold that keeps me alive, I can feel it,  \nSee without the screen, that keeps me occupied,  \nOpen up my eyes, so I can feel it,  \nStand outside the square, that keeps me locked inside,  \nRain washes me dry, now I can feel it.  \nIn the “gulli,” stripped away we can stand “bare,”  \nOn the edge of the world, but the middle of it all.  \nNow I see that I belonged here.  \nIt’s taken two years but now Ifeel it.  \nLast time that we belong here.  \nIt’s taken two years but now Ifeel it.  \nAnd I know the pause before the waves break upon the shore.  \nAnd I froze deciding how to move all to move at all.  \nJames/Jimmy,“Big Blue Waves”(2012)  \nThese lyrics were born of a slow ecopedagogy: a highly resourceful, detechnologized, raw and “edgy” minimal (coastal) way of living over three days atthe beach at Bear Gully campground in Cape Liptrap in Southeastern Australia,“designed” to unsettle Australian habits of excessive consumption.1 Two such experiential learning programs (elp), linked by a complementary academic learning program (alp), make up a course offered to undergraduate students in the third year of their studies.2 This paper offers an exploration of the “dark ecological thought”(Morton, 2010) such as uncertainty, negativity, irony, despair, longing, and thoughtfulness, evid","cbCaiquppT0HBSaR","https://ap.wps.com/l/cbCaiquppT0HBSaR","pdf",134958,23,"English","# Abstract\n# Lyrics\n# Framings and Positionings","[{\"question\":\"What is the central focus of the post-critical environmental education study?\",\"answer\":\"It examines a radical curriculum praxis using a “vagabonding” curriculum and a slow ecopedagogy, foregrounding the reconciliation of inner-social-outer “natures.”\"},{\"question\":\"How does the paper treat methodology in relation to ecologies and representation?\",\"answer\":\"It describes a methodological challenge of representing ecologies of somaesthetics, ethics, and ecopolitics metaphorically and figurationally as lived by research subjects, including the researcher.\"},{\"question\":\"What role do the lyrics play in the curriculum and findings?\",\"answer\":\"The lyrics are presented as arising from a slow ecopedagogy and are used to explore “dark ecological thought,” such as uncertainty, negativity, irony, despair, longing, and thoughtfulness.\"}]","Vagabonding Slowly - Ecopedagogy, Metaphors, Figurations, and Nomadic Ethics | PDF",1792083398,58]