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Many environmental educators and philosophers have identified anthropocentrism and the socially constructed separation between humans and "the more-than-human world" (Abram, 1996) as primary root causes of current ecological devastation. This separation is embedded in Western schooling content and structures and is often unintentionally reinscribed by educational content and practices. This paper describes three ways I work to disrupt this artificial separation between humans and the non-humandoi:10.22329/celt.v5i0.3405 fatcat:xiibb65wejbbtc4m44m4fq7vhq