Conflicting worlds in a time of environmental emergency: Worlding as an educational response

What kind of worlds do people live in and how do these worlds impact on education’s capacity for responding to the climate emergency? As Bruno Latour (2017, 2018) puts it in his work, this is not an effect of simply seeing ‘the world’ from different, conflicting vantage points, rather it is that we indeed inhabit different worlds: for some the world is where land, resources, and animals are for human use and subject to human value; for others the world is a place of profound interconnection and spirit with other living beings and non-living entities. Beginning with a critique of how ‘the’ world has been utilised in education research, I then discuss ‘worlding’ as an educational practice which recognises that we just do not live in the world, or even with the world, but that we are of worlds, simultaneously constituting and being constituted by them.