The “Discourse of Invasive Species”: Another Consideration for the Rebel Teacher 598 P H I L O S O P H Y O F E D U C A T I O N 2 0 1 7 The “Discourse of Invasive Species”: Another Consideration for the Rebel Teacher Heather Greenhalgh-Spencer Texas Tech University In “Freedom & Flourishing in a Posthumanist Age: More-Than-Hu- man Being in Revolt,” Blenkinsop et al. consider the importance of discourses and pedagogical stances that allow teachers to de-center the human and the individual in favor of a posthumanist and eco-centric vision of a fourishing and dignifed life—for all life. Blenkinsop et al. favor a posthumanist reading of Camus in order to envision a politics that “might inform environmental ed- ucators who are faced with negating the ecocidal aspects of human-centrism within the dominant culture. 1 ” Their argument is that: “it might be through bearing witness and negating ecocidal suicide as a result of our individualistic anthropocentrism, while at the same time allowing all to exercise their freedom through exalting mutual dignifed fourishing, that we can as living beings fnd the meaning of freedom.” 2 In their text, it is the discourse of humanism and the centering of the individual—as opposed to a vision of humanity and the more-than-human as an interdependent collective or a unifed ecological whole—that is named as the problem. The argument suggests that if we, as teachers, or community mem- bers, or humans, can begin to understand the ways that we live in symbiosis with other organisms—that all life has meaning and necessity—then we can move to a freedom that encourages mutual dignifed fourishing and combat impending ecological suicide. While I agree with the authors—that anthropo- centrism and individualism are discourses that need to be pushed against—I am unconvinced that these are the main discourses that need to be combatted in order to avoid imminent ecocide. To be clear, I sympathize with and echo their proposed solution of counter-narratives and counter-discourses that ex- pand our vision, but I take issue with their suggestion that the discourse of PHILOSOPHY OF EDUCATION 2017 | Ann Chinnery, editor © 2019 Philosophy of Education Society | Urbana, Illinois