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(Re)imagining Entangled Sustainability: A Human and Nonhuman Theorisation of Belonging to Safeguard Sustainability’s Holism

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  • Alicja R. Sadownik

    (Department of Pedagogy, Religion and Social Studies, Western Norway University of Applied Sciences, 5063 Bergen, Norway)

  • Josephine Gabi

    (Education and Social Research Institute, Manchester Metropolitan University, Manchester M15 6GX, UK)

Abstract

After years of research and theorisation connected to education for sustainable development, the holistic core of sustainability seems to have disappeared within the frames of the social, environmental and economic pillars. This article suggests a post-humanism inspired understanding of a sense of belonging. Even though the phenomenon of belonging is ascribed to social sustainability, the post-human theoretical toolkit challenges the humanism-based understanding of a sense of belonging as a human-related phenomenon. Using Deleuze and Guattari’s rhizome and affect concepts and Barad’s concept of intra-action, we show the connections between the human and nonhuman elements constituting each other in our world. We conclude with the implications that using post-human language (to understand belonging) may have for policy, Early Childhood Education and care (ECEC) practice and theory.

Suggested Citation

  • Alicja R. Sadownik & Josephine Gabi, 2021. "(Re)imagining Entangled Sustainability: A Human and Nonhuman Theorisation of Belonging to Safeguard Sustainability’s Holism," Sustainability, MDPI, vol. 13(9), pages 1-9, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:4714-:d:541717
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    References listed on IDEAS

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    1. Hicks, Norman & Streeten, Paul, 1979. "Indicators of development: The search for a basic needs yardstick," World Development, Elsevier, vol. 7(6), pages 567-580, June.
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    1. Magdalena Raivio & Ellinor Skaremyr & Arniika Kuusisto, 2022. "Caring for Worldviews in Early Childhood Education: Theoretical and Analytical Tool for Socially Sustainable Communities of Care," Sustainability, MDPI, vol. 14(7), pages 1-16, March.
    2. Midori Mitsuhashi & Ikuko Gyobu, 2021. "How Did the Young Children Encounter the Japanese Urban Landscape?: A Study on Emergent Pedagogy for Sustainability Transformation," Sustainability, MDPI, vol. 13(17), pages 1-21, August.

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