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

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.