Place-Responsive Pedagogies in the Anthropocene: Attuning with the More-than-Human

Autor/inn/en	Lynch, Jonathan; Mannion, Greg
Titel	Place-Responsive Pedagogies in the Anthropocene: Attuning with the More-than-Human
Quelle	In: Environmental Education Research, 27 (2021) 6, S.864-878 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lynch, Jonathan) ORCID (Mannion, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1867710
Schlagwörter	Climate; Sustainability; Place Based Education; Environmental Education; Teaching Methods; Learning Processes; Outdoor Education; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Case Studies; Vignettes; Curriculum Development; Forestry; Mentors; Beginning Teachers; Teacher Student Relationship; Student Reaction; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Klima; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Freiluftunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Forstwissenschaft; Waldwirtschaft; Junior teacher; Junglehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerkritik
Abstract	Drawing on New Materialist frameworks for environmental and sustainability education, we extend and deepen our understanding of contemporary place-responsive pedagogies in the light of our human-impacted geological epoch, the Anthropocene, and its allied environmental concerns. Empirically, in a new and original way, we explore the role of the more-than-human in educators' planning and enactment of place-responsive pedagogies. We show that place-responsive pedagogies are derived from ongoing attunements reciprocally made by all participants to each other -- educators, learners, and the more-than-human -- and between the place of learning and these participants. Findings show that these attunements emerge from socio-environmental processes and features of a place, but this article also shows the critical importance of (i) what educators and learners are able to notice and respond to, (ii) how educators choose to build upon this noticing and response-making, and (iii) how they actively incorporate the agencies of the more-than-human into teaching and learning. Wider implications for researching environmental and sustainability education are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01