Rewilding policy futures: Maori whakapapa and the ecology of the subject

The world is changing, but political and educational institutions appears to be stuck in the 19th century. Modern policy and education are both premised on an Enlightenment assumption of the human, rational, individual subject. Increasingly, elements of these philosophical premises are being interro...

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Bibliographic Details
Published inPolicy futures in education Vol. 19; no. 3; pp. 307 - 323
Main Author Irwin, Ruth
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.04.2021
Subjects
Climate
Criticism
Decision Making
Ecology
Educational Change
Educational Philosophy
Educational Policy
Environment
Ethics
Ethnic Groups
Foreign Countries
Foreign Policy
Indigenous Knowledge
Pacific Islanders
Phenomenology
Social Change
Sustainability
Western Civilization
World Views
New Zealand
Maori philosophy
Climate change
environmental education
Heidegger
philosophy and policy
sustainability
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Summary:The world is changing, but political and educational institutions appears to be stuck in the 19th century. Modern policy and education are both premised on an Enlightenment assumption of the human, rational, individual subject. Increasingly, elements of these philosophical premises are being interrogated. The critique emerges from the environmental interest in collapsing the dualism between subject and object, and reintegrating the human with/in our ecological context. Indigenous philosophy is important for rethinking the integration of the dualism between humanity and ecology. Maori philosophy is a vital counterpoint to the anthropomorphic position of modern policy and education. Taking Maori concepts to inform contemporary philosophy generates a substantive shift in world view that does not lose sight of the solipsist, phenomenological parameters of human sense making, but enables us to make deeper ethical decisions, and transform the basis of education and policy.
ISSN:1478-2103
1478-2103
DOI:10.1177/1478210320980580