ABSTRACT
Using a feeling-photography, this chapter focuses on the climate precarity, biodiversity losses and other planetary boundaries exceeded by human activity in the wider context of educational research. It explores the pattern of ecological erasure in the field of educational research. The chapter describes a few impediments restricting our visuality. It considers how photography, and narrative photography in particular, can illuminate the aesthetics of the Anthropocene. Feeling-photography is a way to, literally and figuratively, consider the values and emotionality embodied in particular frames of curriculum and pedagogy we have internalized. The failure to see the anthropogenic causes of the climate crisis cannot be reduced to a dearth of information. Global warming is a hyper-object, a phenomenon that is almost impossible to grasp because of its magnitude and how much it impacts every aspect of our lives.
