Abstract This article proposes a posthumanist transformative governance theory to reconceptualise nature education policy within planetary boundaries. Challenging anthropocentric and neoliberal paradigms, our framework informed by posthumanist philosophy, critical policy sociology and Indigenous epistemologies introduces three innovations: planetary policy ecologies (policies emerging from human and more-than-human networks), material-discursive practices (policies co-enacted through multisensory land engagement) and sympoietic policy systems (multispecies co-creation). The analysis further examines three constitutive dimensions: temporal multiplicity (non-linear implementation across conflicting timescales), material entanglement (the active role of infrastructure and ecosystems) and epistemic plurality (equivalency of Traditional Ecological Knowledge and Western science). This work bridges education policy, critical posthumanism and Anthropocene studies to reconfigure human–nature relationships.
Chenyang Yin (Thu,) studied this question.