Show Summary Details

Page of

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 08 December 2022

Decolonization of Environmental Education from the Perspective of Southern Environmental Thinkinglocked

Decolonization of Environmental Education from the Perspective of Southern Environmental Thinkinglocked

  • Ana Patricia Noguera de Echeverri, Ana Patricia Noguera de EcheverriUniversidad Nacional de Colombia Sede Manizales
  • Diana Alexandra Bernal AriasDiana Alexandra Bernal AriasUniversidade Estadual de Campinas
  •  and Sergio Manuel Echeverri NogueraSergio Manuel Echeverri NogueraUniversidad de Caldas


A bet, a clamor, an algid need, to “thinking us” (as a collaborative, and reflexive thinking in a prospective way) about environmental education, or better, the environmentalization of education, in a decolonization that helps us think: How do we inhabit “this South that we are” in times of environmental crisis? Thinking us, in this environmental crisis, that is civilizatory. Thinking about it, and thinking us from an “environmental turn” (a change in the way we look at everything, far from seeing life as a resource, and far from devastating capitalism): from the environmental as an object to the environmental as deep and complex symbolic–biotic relationships between ecosystems and cultures. It is an environmental turn that recognizes the felthinking() Body-Earth (Noguera, 2012) that we are in an aesthetic, sensitive transit, in which the polyphonic voices of these lands emerge in the South Environmental Thought. Our paths are many, however. One of them that we wish to name Methodesthesis as the path of feeling, where the sensitive, the sensibility, the sense, the senses, and the sentient allow an understanding of the language of the Earth and the permanent aesthetic creations of the Earth-Nature-Life that we are, in a radical dissolution of the cognitive subject and the measurable object. It is an ontic, epistemic-ethical-aesthetic-political proposal, but above all it is an urgency, an enjoyment, a poetic flourishing of life itself, of the Earth and of us as life and land, in a decolonized southern environmental education and decolonizing that allows transitions for a more poetic dwelling in this South than we are.


  • Educational Administration and Leadership

You do not currently have access to this article


Please login to access the full content.


Access to the full content requires a subscription