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ABSTRACT
Environmental education as a theory and practice of ecopedagogical simulation positively acknowledges various accidental happenings in the learner's experience. By working with and on the accidents, the learner is encouraged to imagine the real object that escapes his/her experience and thus cannot be and should not be reduced into human subjectivities. For less anthropocentric environmental education and its research, this article empirically and conceptually develops the ecopedagogy as/in escapeScape—or (e)Scape—via three case studies derived from various experientially educative settings related to tourism.
Notes
1. The increasing numbers of both hosts and WWOOFers indicate the recent popularity of WWOOF in Australia. In 1993, the number of hosts was 432, whereas the number of WWOOFers was 1378. In 2013, the numbers increased to 2644 and 12007. Then, 89% of the WWOOFers were non-Australians (based on personal correspondence with WWOOF Australia in 2014).
2. To clarify, I am not romanticizing the accident where my bag was stolen. I am well aware that I can say this because I am at home safely now. The ecopedagogy of jouissance is not about the object (i.e., real India, in this case) taking the subject (i.e., me) over. Rather, the object (e)Scapes, and it is in the (e)Scape that I joyously experienced some actualized versions of real India other than my subjective construction of the India as the exotic spiritual place. The actualized India, as this case suggests, is plural and diverse, even contradictory.