A Sentient Planet as a School; a School as a Community Garden: Toward Eco-Creative Think-Practicing

Urban Farm DB summary

This article offers a diffractive reading of two practices — a curricular environmental education project in Colombian schools and walking through Colombian volcanic rainforest (selva) — to revisit theory as differential becoming, treating both the classroom and the process of academic writing as ecosystems. It frames living knowledge as co-created and emergent rather than purely practical or instrumental, and argues that decolonizing inquiry requires inner decolonization at the level of the person, the field and academia.