Researching Relational Ecologies

The Entangled Worlds Research Collaboratory explores situated and embodied ecological relationalities in local environments. Our research recognises humans as one of many within dynamic ecological assemblages. We use creative, interdisciplinary, and participatory methods to understand how more-than-human worlds co-constitute each other in times of onrushing planetary upheaval.

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Projects

Wandering with Wetlands

Jane Merewether

Brad Gobby

Annette Nykiel

Mindy Blaise

"Wandering with Wetlands" follows encounters between children and the endangered thrombolites at Noorook Yalgorup (Lake Clifton) in southwestern Australia. The research focuses on how children engage with these ancient microbial structures, which are significant both ecologically and historically. Through creative and participatory methods, the study explores extinction, environmental change, and interconnectedness, contributing to broader discussions on environmental education and relations.

Entangled ecologies: Reimagining environmental education

Ngawang Jamba

Jane Merewether

Sian Chapman

This study explores Bhutan’s animistic and Buddhist eco-spiritual cosmologies to reimagine environmental education. Through multispecies ethnography of matsutake mushrooms and walking-based inquiry with students, elders, and foresters, it examines human–fungal–more-than-human relations. The research integrates traditional ecological wisdom with posthumanist theory to promote relational conservation and culturally grounded ecological literacy.

More Than Human Childhoods: Bhutanese Children’s Entanglements with Sentient Mountains and Ecological Futures

Chenga Lhamo

Jane Merewether

Kirsten Lambert

This study explores Bhutanese children’s entanglements with mountains as sentient beings (yul lha), challenging anthropocentric developmental models. Using new materialist ethnography, child-led methods, and Barad’s diffractive analysis, it integrates posthumanist, feminist, and Bhutanese cosmologies. Children are co-researchers. The project informs climate-resilient, culturally responsive education grounded in Gross National Happiness.

Learning with the Paddy Field: A Posthumanist, Place-Based Study of Multispecies Learning

Pema Yangki

Jane Merewether

Kirsten Lambert

This study explores how Bhutanese children learn with rice-field ecologies, engaging soil, water, insects, and yul lha as co-participants. Using multispecies ethnography and a Common Worlds framework, it traces relational learning through walking observations and community dialogues. Bridging posthumanist theory and Bhutanese cosmologies, it proposes a pedagogical model for ecologically conscious, culturally grounded science education

Entangled Ecologies: Exploring Child, Soil, and Multispecies Assemblages

Deepak Chetri

Jane Merewether

Kirsten Lambert

“Entangled Ecologies” explores how children, soil, and multispecies beings co-emerge through play in early childhood settings. Using posthumanist and new materialist theories, it examines intra-actions via soil art, mindful walks, and sensory mapping. The study rethinks agency and learning through Buddhist and ecological ethics, positioning soil as vibrant matter and children as co-creators of ethical, sustainable multispecies relations.

Entangled Transitions: A Posthumanist Inquiry into Children’s Relational Engagements with a Mountain in a Rural Early Childhood Centre in Tendruk, Bhutan

Lobzang Dorji

Jane Merewether

Kimberley Beasley

This study explores how Bhutanese children entangle with mountains during their transition from early childhood to primary school. Drawing on posthumanist, new materialist, and Bhutanese cosmologies, it challenges linear, individualised views of transition. Using multispecies ethnography and diffractive analysis, it rethinks transition as a relational process shaped by children’s daily encounters with mountains, materials, and more-than-human forces

Exploring Child-Soil Relations in the Anthropocene

Jane Merewether

Mindy Blaise

Stefania Giamminuti

Karen Nociti

This project explores children’s embodied, sensory, and ethical relations with soil through creative, place-based pedagogies. Drawing on posthumanist and ecological philosophies, it investigates how children engage with soil as vibrant matter, fostering ecological awareness and multispecies kinship. The project uses art, storytelling, and walking methodologies to cultivate response-ability and regenerative ways of living.

Entangled Worlds

The Entangled Worlds Research Collaboratory acknowledges the Noongar people who are the traditional custodians of the Boodja (Country) on which we work.
We acknowledge their ongoing commitment to caring for Country amidst the ongoing impacts of colonisation.