Scott Jukes is a lecturer in Outdoor Environmental Education at Federation University, Australia. His research explores pedagogical development and experimentation in outdoor environmental education, inspired by posthumanist and new materialist theories. He is particularly interested in ways we may grapple with place-specific environmental problems and engage with more-than-human worlds. He has a passion for the river, mountain and coastal environments of south-eastern Australia and enjoys teaching and spending time in these places. Scott is also the Media Editor for the Australian Journal of Environmental Education and Deputy Editor of the Journal of Outdoor and Environmental Education.

“This book is important for a wide audience that encompasses pre/in service teachers and postsecondary institution instructors in environmental sustainability education, climate change education, place-based education and outdoor education, amongst interdisciplinary practitioners ... .  For those who are seeking hope for relational and sustainable futurity within a (re)configuring of different temporal horizons, I thoroughly recommend reading Jukes’ book.” (Kathryn Riley, Australian Journal of Environmental Education, February 13, 2024)“(Re)making our own selves time and time again within present-moment becoming-withs with all other planetary inhabitants, is the ethic and practice that I think Jukes intends, when he invites us to learn to confront ecological precarity and engage with more-than-human worlds. As learning and engaging are indeed verbs … . For those who are seeking hope for relational and sustainable futurity within a (re)configuring of different temporal horizons, I thoroughly recommend reading Jukes’ book.” (Kathryn Riley, Australian Journal of Environmental Education, February 13, 2024)

• Prologue: Precarious times.- 1 – Introduction: Provocations and intent.- 2 – Connecting with lines of flight: Reviewing texts of influence.- 3 – Philosophical~methodological processes: Immanent Praxiography.- 4 – Acknowledging more-than-human worlds: Places, stories and outdoor environmental education as a co-production.- 5 – Engaging with more-than-human stories: The expressive power of landscape.- 6 – Confronting ecological precarity: Thinking with a landscape as a pedagogy for engaging with environmental issues.- 7 – Remake activities and waste education in outdoor education: Exploring the ecological history of things.- 8 – Emergent pedagogical pathways: Learning from the fluxes and flows of a riverscape.- 9 – Environmental learning in the thick of relations: The mediating influence of technology and movement.- 10 – Storying shared worlds: Collaborative writing as ecological inquiry.- 11 – Bookend: Outdoor environmental education in precarious times.

Scott Jukes is a lecturer in Outdoor Environmental Education at Federation University, Australia. His research explores pedagogical development and experimentation in outdoor environmental education, inspired by posthumanist and new materialist theories. He is particularly interested in ways we may grapple with place-specific environmental problems and engage with more-than-human worlds. He has a passion for the river, mountain and coastal environments of south-eastern Australia and enjoys teaching and spending time in these places. Scott is also the Media Editor for the Australian Journal of Environmental Education and Deputy Editor of the Journal of Outdoor and Environmental Education.

“This book is important for a wide audience that encompasses pre/in service teachers and postsecondary institution instructors in environmental sustainability education, climate change education, place-based education and outdoor education, amongst interdisciplinary practitioners ... .  For those who are seeking hope for relational and sustainable futurity within a (re)configuring of different temporal horizons, I thoroughly recommend reading Jukes’ book.” (Kathryn Riley, Australian Journal of Environmental Education, February 13, 2024)“(Re)making our own selves time and time again within present-moment becoming-withs with all other planetary inhabitants, is the ethic and practice that I think Jukes intends, when he invites us to learn to confront ecological precarity and engage with more-than-human worlds. As learning and engaging are indeed verbs … . For those who are seeking hope for relational and sustainable futurity within a (re)configuring of different temporal horizons, I thoroughly recommend reading Jukes’ book.” (Kathryn Riley, Australian Journal of Environmental Education, February 13, 2024)

• Prologue: Precarious times.- 1 – Introduction: Provocations and intent.- 2 – Connecting with lines of flight: Reviewing texts of influence.- 3 – Philosophical~methodological processes: Immanent Praxiography.- 4 – Acknowledging more-than-human worlds: Places, stories and outdoor environmental education as a co-production.- 5 – Engaging with more-than-human stories: The expressive power of landscape.- 6 – Confronting ecological precarity: Thinking with a landscape as a pedagogy for engaging with environmental issues.- 7 – Remake activities and waste education in outdoor education: Exploring the ecological history of things.- 8 – Emergent pedagogical pathways: Learning from the fluxes and flows of a riverscape.- 9 – Environmental learning in the thick of relations: The mediating influence of technology and movement.- 10 – Storying shared worlds: Collaborative writing as ecological inquiry.- 11 – Bookend: Outdoor environmental education in precarious times.

Scott Jukes is a lecturer in Outdoor Environmental Education at Federation University, Australia. His research explores pedagogical development and experimentation in outdoor environmental education, inspired by posthumanist and new materialist theories. He is particularly interested in ways we may grapple with place-specific environmental problems and engage with more-than-human worlds. He has a passion for the river, mountain and coastal environments of south-eastern Australia and enjoys teaching and spending time in these places. Scott is also the Media Editor for the Australian Journal of Environmental Education and Deputy Editor of the Journal of Outdoor and Environmental Education.

“This book is important for a wide audience that encompasses pre/in service teachers and postsecondary institution instructors in environmental sustainability education, climate change education, place-based education and outdoor education, amongst interdisciplinary practitioners ... .  For those who are seeking hope for relational and sustainable futurity within a (re)configuring of different temporal horizons, I thoroughly recommend reading Jukes’ book.” (Kathryn Riley, Australian Journal of Environmental Education, February 13, 2024)“(Re)making our own selves time and time again within present-moment becoming-withs with all other planetary inhabitants, is the ethic and practice that I think Jukes intends, when he invites us to learn to confront ecological precarity and engage with more-than-human worlds. As learning and engaging are indeed verbs … . For those who are seeking hope for relational and sustainable futurity within a (re)configuring of different temporal horizons, I thoroughly recommend reading Jukes’ book.” (Kathryn Riley, Australian Journal of Environmental Education, February 13, 2024)

• Prologue: Precarious times.- 1 – Introduction: Provocations and intent.- 2 – Connecting with lines of flight: Reviewing texts of influence.- 3 – Philosophical~methodological processes: Immanent Praxiography.- 4 – Acknowledging more-than-human worlds: Places, stories and outdoor environmental education as a co-production.- 5 – Engaging with more-than-human stories: The expressive power of landscape.- 6 – Confronting ecological precarity: Thinking with a landscape as a pedagogy for engaging with environmental issues.- 7 – Remake activities and waste education in outdoor education: Exploring the ecological history of things.- 8 – Emergent pedagogical pathways: Learning from the fluxes and flows of a riverscape.- 9 – Environmental learning in the thick of relations: The mediating influence of technology and movement.- 10 – Storying shared worlds: Collaborative writing as ecological inquiry.- 11 – Bookend: Outdoor environmental education in precarious times.