ABSTRACT
In this last chapter, the author begins with motivations for going beyond a critical self-reflection, and discusses an alternative metaphor, that of diffraction, that has been mentioned in earlier chapters. The next section is a reflection on the successes and gaps in the pedagogical framework that is the subject of this book, followed by a section elaborating at length what the author calls a diffractive cogitation. This latter discussion applies and extends the work of physicist and feminist philosopher Karen Barad in the context of this pedagogy by looking at how various disciplines, scholars, teachers, students, philosophers, poets, and, crucially, nonhumans, intra-act to point us toward new insights and new paradigms. The chapter ends with an invitation to readers to consider the ending as a beginning for meaningful pedagogies of climate change.
