![]() We argue that distributive justice can also apply to nature, including an ethic of bio-proportionality, and also consider how to reconcile social justice and ecojustice, arguing that ecojustice must now be foregrounded to ensure effective conservation. The charge of ecojustice being ‘antihuman’ is refuted. We next discuss what ecological justice (ecojustice) is, and how academia has ignored it for many decades. The dominant meaning of ‘environmental justice’ – in essence, justice for humans in regard to environmental issues – is also explored. This, we argue, is both unethical and doomed to failure as a strategy to protect life on Earth. We next consider the traditional meaning of social justice, alongside the recent move by some scholars to push justice for nature into social justice, effectively weakening any move to place ecojustice centre-stage. We first examine the formal rationale for ecocentrism and ecological ethics, as this underpins attitudes towards justice for nature, and show how justice for nature has been affected by concerns about dualisms and by strong anthropocentric bias. In recent decades justice has predominantly been limited to humanity, with a strong focus on social justice, and its spin-off – environmental justice for people. Justice for nature remains a confused term. This volume will provide a vital reference text for educational researchers and scholars interested in this burgeoning area of theoretically informed methodology and methodologically informed theory. ![]() It demonstrates new forms of feminist ethics and response-ability in research practices, and offers some coherence to this new area of research. ![]() The generative questions for this collection are: what if we locate education in doing and becoming rather than being? And, how does associating education with matter, multiplicity and relationality change how we think about agency, ontology and epistemology? This collection foregrounds cutting-edge educational research that works to trouble the binaries between theory and methodology. This edited collection is a careful assemblage of papers that have contributed to the maturing field within education studies that works with the feminist implications of the theories and methodologies of posthumanism and new materialism-what we have also called elsewhere 'PhEmaterialism'.
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