Abstract This article advances a story-driven, theoretical exploration of how entanglements of agony, exile and Land relations can reconfigure understandings of justice. Opening with autobiographical vignettes of “in-betweenness”, the article illuminates the unfolding of exilic life between Palestine and North America, naming the ruptures of writing about Palestine from afar as an ethical site of dwelling in the middle. Drawing on relational ontology, Indigenous and decolonial scholars, alongside posthumanist and new materialist thinkers, the article highlights convergences and dissonances in conceptualising Land as more than property: as kin, teacher and agentive being. From such relationality, this article argues that Land-bodied rights offer a framework for rethinking justice and education beyond the abstract, hierarchical assumptions of universal human rights, grounding learning in human and more-than-human relations. The final section explores diffractive pedagogies, suggesting that storytelling and more-than-human educational entanglements can foster an ethic of reciprocity and accountability towards the more-than-human justice. In envisioning rights through rupture, environmental education can become a site where ecological and decolonial justice are rethought and enacted through relational, Land-based and story-driven pedagogies.
Eleyan Sawafta (Mon,) studied this question.