1. Research topic
This paper is part of an ongoing research interest within educational contexts concerning the concept and phenomenon of eco-democracy. The interest stems from the assumption that humans and the more-than-humans, are confronted with ongoing intertwined crises, such as environmental destruction and a lack of confidence in democracy. Furthermore, ecological crises and their consequences are foremost political crises (Orr, 2024) tightly connected with injustice (Martusewicz, 2020).
While understanding education as a necessary partner for change, education needs to capture tensions arising concerning political dimensions and normativity (Fettes & Blenkinsop, 2023). However, as both ecology and democracy build on refined concepts and links between them are changeable (Peters, 2017) how they merge educationally is of interest. Consequently, the educational approach to environmental education which we propose aims to explore how nature as co-teacher could widen students' perspectives of eco-democracy.
2. Theoretical framework
Our thinking is inspired by Wild Pedagogies and the formulated six touchstones as tools to support hope for the future. One of them, Nature as co-teacher, provides a focus on how the more-than-human-world could be actively included in teaching practices (Jickling et al, 2018). Furthermore, the concept of Wilderness, as wildness, and self-willed land, is important as it provides a focus on how humans and more-than-humans can live and dwell together (Morse et al., 2018). Eco-democracy presupposes an ecocentric worldview where the more-than-humans have intrinsic value and affect democratic processes, which could be enacted through four value commitments, voice, consent, self-determination, and kindness (Blenkinsop & Wilhelmsson, forthcoming).
3. Methodology
The research design builds on qualitative exploratory methodology where the empirical data are co-produced in collaboration with students aged 7-12, and the more-than-human. Activities include discussions on eco-democracy and creative expressions using various materials. Follow-up interviews with teachers and students provide additional data. The produced material will be analyzed and created into eco-portraitures (Blenkinsop et al., 2022). Eco-portraiture offers a creative five-step analysis and interpretations within a geographical place that concerns aesthetic and ethical aspects and acknowledges more-than-human perspectives.
4. Expected findings
This paper contributes by firstly, giving insights on how democracy vis-a-vis environmental crises and injustice practices could be understood through young students and more-than-human relations. Secondly, the study reveals the complexity of students' voices in environmental education, intricately connected with power relations among children, between teachers and students, and between humans and more-than-humans.
5. Relevance to Nordic educational research
Our research has relevance for the Nordic countries with a tradition concerning democratic education. More specifically for rural northern areas, where sustainability development challenges are complex and pinpoint norms, values, and conditions for living and staying in sparsely populated areas (Kronlid & Wilhelmsson, 2024). Furthermore, our research contributes to introducing one of Wild Pedagogies touchstones as a methodological approach to environmental education.
2025.