Wild and willful pedagogies: Education policy and practice to embrace the spirits of a more-than-human world

Abstract

Education faces a dilemma: policy and practice are primarily humanist in orientation, and yet the environmental challenges education hopes to confront require moving beyond humanist perspectives – to posthumanist awareness. Recent policy advances in Victoria, Australia, highlight the empowerment of students. Yet widening the scope of education policy to embrace posthumanist ideas and the more-than-human world is a challenge not yet conceived by most policy-makers and teachers. In this paper the relevance of posthumanist ideas to education is taken seriously, and arguments presented which connect policy and wildness, two words not often considered co-supportive. Wildness and policy come toget..