‘Staying with the trouble’ in child-in

‘Staying with the trouble’ in child-insect-educator common worlds
– New EER Article Alert
Fikile Nxumalo & Veronica Pacini-Ketchabaw
Pages: 1-13 | DOI: 10.1080/13504622.2017.1325447

Abstract
Classroom pet programs have become extremely popular in urban North American early childhood classrooms. This article challenges anthropocentric child-pet pedagogies by proposing common world pedagogies of ‘staying with the trouble.’ Drawing from a common world multispecies ethnography in one early childhood centre, the authors engage with the specificities of educators’ and children’s everyday practices of caring for and detaching from an introduced species of Vietnamese walking stick insects. The paper argues that the child-pet-educator relations that emerged through these practices are a site at which to trace and disentangle commodified relations of enclosure and invasion in urban nature pedagogies within anthropogenically damaged places. We conclude by suggesting that classroom pet pedagogies need to enact a more-than-human relational ethics which subverts child development discourses and unsettles children and animals as innocent couplings.
Keywords: Early childhood education, classroom pets, common world pedagogies, stick insects

http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1325447
#newEERpaper

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Tips on Thursdays – mashup a thesis summ

Tips on Thursdays – mashup a thesis summary with a video abstract

If you want people to know about your doctoral research, our one page thesis summary is a great way to share that with the research community, have a publication in the journal, and provide a link to the full thesis.

Another way to boost your profile in the research community is to release a video abstract to go with your thesis summary. It is a great way to communicate your passion for your doctoral work, and for the research community to see the person behind the project or summary.

Who knows, it may even lead to some inquiries that lead to:
– requests to submit job applications,
– invitations to do seminars or workshops, or
– other collaborative activities from those interested in your work.

Find out more about both at:
https://eerjournal.wordpress.com/tag/thesis-summary/
https://eerjournal.wordpress.com/?s=video http://ow.ly/i/yVMfH

How secondary-school students deal with

How secondary-school students deal with issues of sustainable development in class
– New EER Article Alert
Lydia Kater-Wettstädt
Pages: 1-16 | DOI: 10.1080/13504622.2017.1373068

Abstract
Education for sustainable development (ESD) is intended to enable individuals to shape a fair and sustainable society. Implemented at schools, ESD addresses specific topics, e.g. globalization or pollutants in clothing. This study investigates what challenges are connected with such issues in class and how students deal with issues of sustainable development at German secondary schools. Several teaching units in different subjects and schools were video- and audiotaped. The empirical material was analysed using the Documentary Method (a qualitative reconstructive approach) to describe students’ competences that emerged within different pedagogical arrangements. We identified three key competences that provide important skills for handling issues in ESD that deal (1) with the state of not knowing, (2) with perspectivity, and (3) with calls to action.
Keywords: Education for sustainable development, classroom research, student strategies, Documentary Method

http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1373068
#newEERpaper

Aesthetic experiences in the Cerrado (Br

Aesthetic experiences in the Cerrado (Brazilian savanna): contributions to environmental education practice and research
– article in current issue
Valéria Ghisloti Iared, Haydée Torres de Oliveira & Alan Reid
Pages: 1273-1290 | DOI: 10.1080/13504622.2017.1312290

Abstract
In this paper, we reflect on a study in Brazil’s Cerrado that attempts to address a lack of attention to an aesthetic dimension in environmental education practice and research. We start by tracing this lack to the overvaluing of the cognitive sphere in the educational process, noting its echo in the low aesthetic value attributed to the Cerrado biome. Then, through reflecting on an empirical, interview based study of sensations, perceptions and feelings evoked by aesthetic experiences in the Cerrado, we draw on insights from a hermeneutic phenomenological approach to identify key themes for environmental education research and practice in this regard. These include: recognising the singularity of experience; attending to the qualities of experience; acknowledging the value/s of ‘lighter’ and ‘darker’ experiences; and deepening emotions and verbal communication. In our final considerations, we discuss the limitations of the study, alongside new directions in studies of perception, experience, aesthetics and pedagogy that may also advance attention to an aesthetic dimension in environmental education practice and research.
Keywords: Hermeneutic phenomenology, Brazilian savanna (Cerrado), experience, aesthetics, environmental education

http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1312290
#EERcurrentissue

Beyond stewardship: common world pedagog

Beyond stewardship: common world pedagogies for the Anthropocene
– New EER Article Alert
Affrica Taylor
Pages: 1-14 | DOI: 10.1080/13504622.2017.1325452

Abstract
Interdisciplinary Anthropocene debates are prompting calls for a paradigm shift in thinking about what it means to be human and about our place and agency in the world. Within environmental education, sustainability remains centre stage and oddly disconnected from these Anthropocene debates. Framed by humanist principles, most sustainability education promotes humans as the primary change agents and environmental stewards. Although well-meaning, stewardship pedagogies do not provide the paradigm shift that is needed to respond to the implications of the Anthropocene. Anthropocene-attuned ‘common worlds’ pedagogies move beyond the limits of humanist stewardship framings. Based upon a more-than-human relational ontology, common world pedagogies reposition childhood and learning within inextricably entangled life-worlds, and seek to learn from what is already going on in these worlds. This article illustrates how a common worlds approach to learning ‘with’ nonhuman others rather than ‘about’ them and ‘on their behalf’ offers an alternative to stewardship pedagogies.
Keywords: Anthropocene, environmental stewardship, early childhood, common worlds, pedagogies

http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1325452
#newEERpaper

Post-sustainability and environmental ed

Post-sustainability and environmental education: remaking the future for education
Ian Thomas
– New EER Article Alert
Pages: 1-3 | DOI: 10.1080/13504622.2017.1367365

Book review by Ian Thomas – Post-sustainability and environmental education: remaking the future for education, edited by Bob Jickling and Stephen Sterling

” … The value of the contributions, for anyone beginning to explore the richness of discussion that underlie both EE and SE, comes from the presentation of essential value positions inherent in the arguments as the authors discuss their directions for resilient education. … EE and SE implementation must flow from a theoretical base, and be informed by that base. Equally, philosophising about EE and SE must have an eye on its relevance to the implementation of EE and SE, and, specifically, progress to sustainability goals.”

Read more at:
http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1367365
#newEERpaper

Environmental education in southern Afri

Environmental education in southern Africa: a case study of a secondary school in the Okavango Delta of Botswana
– New EER Article Alert
Kgosietsile Velempini, Bruce Martin, Thomas Smucker , Adah Ward Randolph & John E. Henning
Pages: 1-17 | DOI: 10.1080/13504622.2017.1377158

Abstract
This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa.
Keywords: Environmental education, southern Africa, Botswana, place-based education, post-colonial theory

http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1377158
#newEERpaper