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In recent years, scientists and the media have drawn attention to global declines in insect abundance, the consequences of which are potentially catastrophic. Invertebrates are critical to ecosystem functions and services, and without them, life on earth would collapse. However, there has been insufficient data to make robust conclusions about tren...
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... scientists were asked to participate only on essential journeys and not to make journeys specifically to take part in the survey. Using a standardised sampling grid, termed a 'splatometer', citizen scientists recorded the number of insects squashed on the number plate of their car (Figure 2). Only insects within the cut-out portions of the splatometer were counted to ensure all counts were made from within a standardized area on each number plate. ...
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... Møller ( 2019) added data for Denmark to this group of studies, revealing an 80% decrease in insect biomass. Between 2004 and 2021, the abundance of flying insects in the United Kingdom is estimated to have decreased by about 60 percent (Ball et al., 2022). Moreover, Biesmeijer et al. (2006) present evidence from the UK and the Netherlands demonstrating a concurrent drop in pollinator-reliant plants and insects. ...
... I tend flowers which support them and which the insects in turn support through pollination, an ecosystem in which humans are both entangled and dependent. I have learnt the shocking statistic that flying insects have declined by almost 60% in the UK over the last 20 years (Ball et al., 2021). I have investigated actions to reverse this trend and support their lives such as nature-friendly and regenerative farming. ...
This open access book aims to show how creative ruptions – disturbances or commotions - can lead to the emergence of ethical, care-ful educational futures. Grounded in empirical and theoretical research undertaken from posthuman, decolonial, new materialist and feminist perspectives, this edited volume questions historical and current assumptions as to how education is structured and enacted, and provides examples and tools illustrating how to create and work with creative ruptions. Under the guidance of an experienced editorial team, the authors demonstrate how creative ruptions can respond to various wicked problems through the design and enactment of transformative pedagogies and accompanying research. Including consideration of how we can grow our emotional repertoires from anxiety to include hope and courage, the book explores how creativity might expand the horizons of personal, social and political possibility that take shape within – and ultimately determine – education and its futures. Offering theoretically driven and practically grounded transdisciplinary examples of alternative educational futures, this volume is an ideal reading for those interested in the intersecting fields of Possibilities Studies in Education, Creativity in Education, Educational Futures, Pedagogy, and related disciplines.
... I tend flowers which support them and which the insects in turn support through pollination, an ecosystem in which humans are both entangled and dependent. I have learnt the shocking statistic that flying insects have declined by almost 60% in the UK over the last 20 years (Ball et al., 2021). I have investigated actions to reverse this trend and support their lives such as nature-friendly and regenerative farming. ...
This chapter seeks to explore decolonisation as a creative orientation to problematise the politics of knowledge hierarchies of university curriculum (research methods in the case of this chapter) in order to respond to issues of epistemic violence and exclusion, and create transformative and radical ideas about the future of education. The critical discussions are the result of my interactions with different educators and students within the UK and beyond, my lived experience as an Algerian Kabyle who immigrated to the UK, and my doctoral research. The latter sought to explore the lived experiences of EFL (English as a foreign language) master’s (MA) students in studying research methodology and writing their dissertations in education fields at an Algerian university. I begin to discuss my own education journey in both Algeria and the UK which was grounded in Eurocentrism. The chapter then defines the concept of decolonisation in the context of educational research, and what this proposed orientation may mean for the future of education. I further explain the significance of using decolonisation as a creative approach to address exclusion and inequality, and invite readers to think of what it may mean in terms of their practices, pedagogies and creating new possible realities of educational futures. I also conclude with offering some practical ideas for change to decolonise educational research methods curriculum in a higher education (HE) context.
... I tend flowers which support them and which the insects in turn support through pollination, an ecosystem in which humans are both entangled and dependent. I have learnt the shocking statistic that flying insects have declined by almost 60% in the UK over the last 20 years (Ball et al., 2021). I have investigated actions to reverse this trend and support their lives such as nature-friendly and regenerative farming. ...
In this chapter, I argue for the importance in education of space for bewildering questions: questions for which no-one yet knows the answer and where letting-go of certainty and acceptance of ambiguity is possible. This is especially important in this era of climate and ecological emergency where the emergence of new ways of thinking and being are urgently needed. In addition, there needs to be space for positive conceptions of ‘the wild’ and a be-wilder-ing of education processes themselves towards more demanding, rebellious, ruptive educational futures. This is a challenging move for Westernised pedagogy and its increasing desire to ‘sanitise’ knowledge.
I examine how encouraging aporia —literally lacking a poros , a path—can contribute to opening up ruptural spaces which embrace doubt and see within doubt ‘the questions that make a new understanding possible’ (Burbules, 1997, p. 40, Aporia : Webs, passages, getting lost, and learning to go on . In Philosophy of education 1997: A publication of the philosophy of education society (annual) (pp. 33–43). Philosophy of Education Society). I then draw on a range of thinkers including Arendt, Buber, The Crex Collective and hooks to foreground encounters, creative entwinings and care-ful, attentive listening which can re-centre more-than-human voices and forge new relationships. I argue that such embodied practices have potential to open relationships based on ‘aimance’ (Khatibi, 1995, Le livre de l’aimance . Editions Marsam) and what Snaza (2020, p. 108, Love and bewilderment: On education as affective encounter. In B. Dernikos, N. Lesko, S. McCall, & A. Niccolini (Eds.), Mapping the affective turn in education: Theory, research and pedagogies (pp. 108–121). Routledge) calls ‘possibilities of love beyond the limit of the human’.