Escalating planetary crises – manifested through climate change, biodiversity loss, socio-ecological inequality and geopolitical instability – demand new forms of environmental education that engage Earth system complexity beyond anthropocentric frameworks. Drawing on posthuman philosophy and the planetary boundaries framework, this paper explores how planetary ethics can be cultivated through innovative pedagogical practice. Using the “Posthuman Educator” course as a qualitative case study, the paper examines how post-anthropocentric, post-dualistic and care-based pedagogies reconfigure learning across technological, ecological and spiritual dimensions. Participant reflections and pedagogical practices reveal planetary ethics as an emergent, relational process enacted through lived experience, multispecies attunement and collective responsibility rather than prescriptive outcomes. The study argues that posthuman pedagogy offers powerful methodological and ethical resources for education by fostering embodied awareness, epistemic plurality and situated planetary consciousness. The paper contributes to educational scholarship by demonstrating how posthuman approaches can meaningfully engage with planetary boundaries thinking in transnational and decolonial contexts.

To access the article, click HERE

In applied linguistics, identity research has challenged essentialist understandings of language and selfhood through postmodern and intersectionality-informed perspectives. Nevertheless, socially recognizable categories and binaries often remain the primary analytical focus in understanding marginalized experiences. Amid growing social, technological, and ecological uncertainty, identity research must ask not only who we are beyond fixed and endlessly (re)constructed selfhood, but also how people transform suffering into healing and hope, and how language participates in this becoming. To address this, the study conceptualizes identity as a constituting self through a critical phenomenological approach inspired by Interpretative Phenomenological Analysis. Drawing on longitudinal rapport-based research in Japan, the lived experiences of a third-generation Zainichi Korean were interpreted through interviews, observations, fieldnotes, and correspondence. The findings reveal how the participant’s appearance, language use, and cultural practices allowed him to be read as Japanese until his parents’ decision to adopt a Korean name disrupted this conditional belonging, conceptualized here as the lived camouflage effect. As he reinterpreted suffering through lived religion, his horizon expanded, transforming his understanding of identity, freedom, and happiness through relationships with humans and more-than-human beings. Through rapport and intersubjective dialogue, these meanings became increasingly expressible, illuminating the possibilities and limits of human language while supporting the phenomenological concept of lived translanguaging. This process elucidated the participant’s enduring life orientation, which he expressed as life as a river flow. Ultimately, the study argues that the critical phenomenological approach complements identity research by (re)framing human identity formation as ethical becoming, opening dialogue with posthuman perspectives.

To access the article, click HERE