# data[].attributes.body
Testing

# data[].attributes.headline
6a. Thinking Together ‘Zones of Sacrifice’ and ‘Zones of the Nonbeing’ in Sustainability Discourses. 

# data[].attributes.subject
6a. Thinking Together ‘Zones of Sacrifice’ and ‘Zones of the Nonbeing’ in Sustainability Discourses. 

# data[].attributes.headline
7a. Reimagining Our Future Using a Mathematics Lens: How can teachers and young people be supported to shape conversations on the climate crisis using mathematics 

# data[].attributes.subject
7a. Reimagining Our Future Using a Mathematics Lens: How can teachers and young people be supported to shape conversations on the climate crisis using mathematics 

# data[].attributes.headline
8a. Learning Within and From a Children and Young People’s Assembly on Biodiversity Loss: Implications for educational practices 

 

# data[].attributes.subject
8a. Learning Within and From a Children and Young People’s Assembly on Biodiversity Loss: Implications for educational practices 

 

# data[].attributes.headline
Teaching Against the Tide? Teach Climate Justice as an additional approach in teacher education 

# data[].attributes.subject
Teaching Against the Tide? Teach Climate Justice as an additional approach in teacher education 

# data[].attributes.headline
Critical Peace, Art, and Veganism as a Worldview in the Gallery and Curriculum 

# data[].attributes.subject
Critical Peace, Art, and Veganism as a Worldview in the Gallery and Curriculum 

# data[].attributes.attachment_link.title
Alexis Stones Teesnet Critical peace and veganism as a worldview

# data[].attributes.headline
5a. Developing Teacher Capabilities for 21st Century Challenges: learning, teaching and action developed through climate simulations – findings from a pilot workshop  

# data[].attributes.subject
5a. Developing Teacher Capabilities for 21st Century Challenges: learning, teaching and action developed through climate simulations – findings from a pilot workshop  

# data[].attributes.headline
3a. Understanding Teacher Views on Climate Change and Sustainability Education in England 

 

# data[].attributes.subject
3a. Understanding Teacher Views on Climate Change and Sustainability Education in England 

 

# data[].attributes.headline
2a. What Does Education for Peace Mean to You? 

# data[].attributes.subject
2a. What Does Education for Peace Mean to You? 

# data[].attributes.attachment_link.title
Final version presentation 2 - see yellow (Angie completed wrong form)

# data[].attributes.headline
Active Learning for Global Minds: Fostering Teacher Confidence and Skills for Global Citizenship Education in the Primary Classroom 

# data[].attributes.subject
Active Learning for Global Minds: Fostering Teacher Confidence and Skills for Global Citizenship Education in the Primary Classroom 

# data[].attributes.headline
3b. Trainee Primary Teachers’ Perception of the Expert Primary Teacher and Why It Matters 

# data[].attributes.subject
3b. Trainee Primary Teachers’ Perception of the Expert Primary Teacher and Why It Matters 

# data[].attributes.attachment_link.title
Primary student teacher perceptions of the expert (1)

# data[].attributes.headline
2b. Homeschooling for Repair: Reimagining the Education of Myanmar 

# data[].attributes.subject
2b. Homeschooling for Repair: Reimagining the Education of Myanmar 

# data[].attributes.headline
3c. What are the Challenges and Opportunities to Integrating SDG4.7 into Initial Teacher Education? 

 

# data[].attributes.subject
3c. What are the Challenges and Opportunities to Integrating SDG4.7 into Initial Teacher Education? 

 

# data[].attributes.headline
7b. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

# data[].attributes.subject
7b. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

# data[].attributes.attachment_link.title
Joely Fashokun TEESNet Digital Literacy  (1)

# data[].attributes.headline
6b. From Evidentiary Epistemologies to Empowered Solidarities – A Pedagogy for Social Change in Genocide Education 

# data[].attributes.subject
6b. From Evidentiary Epistemologies to Empowered Solidarities – A Pedagogy for Social Change in Genocide Education 

# data[].attributes.headline
3d. The Ubuntu Network: a centre for excellence in initial teacher education for global citizenship 

# data[].attributes.subject
3d. The Ubuntu Network: a centre for excellence in initial teacher education for global citizenship 

# data[].attributes.headline
2c. JUSTICE-ED. Developing and Disseminating Social Justice Approaches Across Physical Education Teacher Education Programmes  

# data[].attributes.subject
2c. JUSTICE-ED. Developing and Disseminating Social Justice Approaches Across Physical Education Teacher Education Programmes  

# data[].attributes.attachment_link.title
TEESNeT Dec 2024 - Justice Ed Brigitte Moody et al

# data[].attributes.headline
Bringing to Life the Qualities of a Meaningful Transformative Education: creating spaces for exploratory pedagogies in classrooms and professional development contexts 

# data[].attributes.subject
Bringing to Life the Qualities of a Meaningful Transformative Education: creating spaces for exploratory pedagogies in classrooms and professional development contexts 

# data[].attributes.attachment_link.readable_text
RECIPROCITY COMMITMENTS
We are committed to making all our resources open access under creative commons and to support our artistic and research partners in the best ways we can. In the context of the current crises, we have Indigenous partners in Brazil and Canada who are in need of more immediate support. Please donate to this emergency fundraiser for communities here if you can.

Gesturing Towards Decolonial Futures (GTDF) is an arts/research collective that uses this website as a workspace for collaborations around different kinds of artistic, pedagogical, cartographic, and relational experiments that aim to identify and de-activate colonial habits of being, and to gesture towards the possibility of decolonial futures.

GTDF is also a practice that is multi-layered and rather difficult to explain, but we will give it a go.

1. It is about hospicing worlds that are dying within and around us with care and integrity, as well as attention to the lessons these deaths offer, while also assisting with the birth of new, potentially wiser possibilities, without suffocating them with projections;
.

2. It is about facing our complicity in violence and unsustainability and its implications with the courage of really seeking to connect with the collective pain, past, present and future;
.

3. It is about composting our individual and collective shit with humility, joy, generosity and compassion, trying to "dig deeper and relate wider";
.

4. It is about holding space for difficult conversations and silences without relationships falling apart;
.

5. It is about recognizing and taking responsibility for harmful modern-colonial habits of being (in ourselves and around us) that cannot be stopped by the intellect, by good intentions and by spiritual, artistic or embodied practices alone;
.

6. It is about interrupting modern-colonial addictions, in particular addictions to the consumption of knowledge, of self-actualization, of experiences, of critique, of alternatives, of relationships and of communities;
.

7. It is about recognizing that we are an extension of the land-metabolism that is the planet, not the other way around, preparing for the end of the world as we know it, and showing up differently so that "another end of the world" becomes possible;
.

8. It is about dis-investing in desires for unrestricted autonomy, authority, certainty, control, protagonism, purity, popularity, superiority and validation to create space for acccountabilities, for response-abilities, for exiled capacities and for deeper intimacies;
.

9. It involves learning and unlearning, disarming and de-centering, dethroning and de-arrogantizing, detoxifying and decluttering, mourning, grieving and healing, digesting and metabolizing, seeing ourselves as cute and pathetic, so that the wider metabolism can breathe and move more easily within and around us;
.

10. It involves loosening our attachments to our self images and to what we think we want, so that we might instead step up, own up, clean up, grow up, wake up and show up to do what is really needed, whether or not it fits with our personal agendas.
.

If this practice appeals to you, maybe you will connect with (and even enjoy) the experiments that are shared by the GTDF collective here.
Please read our "pedagogical warning" before engaging with the experiments and resources on this website.
Drawing by Mo Drescher.

# data[].attributes.attachment_link.description
RECIPROCITY COMMITMENTSWe are committed to making all our resources open access under creative commons and to support our artistic and research partners in the best ways we can. In the context of the current crises, we have Indigenous partners in Brazil and Canada who are in need of more immediate support.

# data[].attributes.attachment_link.title
Beth Christie Learning for unsustainability

# data[].attributes.attachment_link.title
Towards climate justice education  views from activists and educators in Scotland

# data[].attributes.attachment_link.title
Profane knowledge, climate anxiety ad the politics of education

# data[].attributes.body
This link to the workshop series that informed the 2024 book chapter above, as the three workshops series were all recorded and are available for anyone to link to or use in teaching or discussions etc.

# data[].attributes.attachment_link.title
Education for climate justice: Centring social justice amidst demands to prioritise the climate crisis in education

# data[].attributes.attachment_link.description
The programme brought together diverse stakeholders to examine what it means to truly place social justice at the heart of efforts to address the climate crisis in education. This entailed a sustained focus on decolonising education and climate justice to imagine a transition to more ‘climate just’ futures, working alongside young participants and activists, frontline communities, teachers, trade unionists, community educators, academics and key players in education policy.

# data[].attributes.headline
In conversation - John McLaverty with Students Organising for Sustainability (SOS)

# data[].attributes.subject
In conversation - John McLaverty with Students Organising for Sustainability (SOS)

# data[].attributes.headline
4a. Nature Connectedness - Is It More Than Just a Fanciful Notion? An exploration of potential links between initial teacher education students’ prior nature connectedness and their positionality relating to CCSE. 

# data[].attributes.subject
4a. Nature Connectedness - Is It More Than Just a Fanciful Notion? An exploration of potential links between initial teacher education students’ prior nature connectedness and their positionality relating to CCSE. 

# data[].attributes.headline
1a. Take 1 Programme Presentation Slides

# data[].attributes.subject
1a. Take 1 Programme Presentation Slides

# data[].attributes.body
Slides from the Take 1 SDG Programme presented at TEESNet 2024. Links and contacts included

# data[].attributes.headline
7c. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

# data[].attributes.subject
7c. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

# data[].attributes.attachment_link.title
Jack Webster – TEESNet Presentation  (1)