Stewardship and Beyond? Young People's Lived Experience of Conservation Activities in School Grounds

Autor/inn/en	Ruck, Andy; Mannion, Greg
Titel	Stewardship and Beyond? Young People's Lived Experience of Conservation Activities in School Grounds
Quelle	In: Environmental Education Research, 27 (2021) 10, S.1502-1516 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruck, Andy) ORCID (Mannion, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1964439
Schlagwörter	Environmental Education; Conservation (Environment); Ethnography; Educational Facilities; Biodiversity; Caring; Teaching Methods; Climate; Criticism; Conservation Education; Learning Activities; Empathy; Elementary School Students; Secondary School Students; Collectivism; Thinking Skills; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ethnografie; Bildungsstätte; Biodiversität; Care; Pflege; Sorge; Betreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Klima; Kritik; Lernaktivität; Empathie; Sekundarschüler; Denkfähigkeit; Ausland; Großbritannien
Abstract	This article provides ethnographic insight into the more-than-human relationships enacted through young people's participation in school grounds conservation activities. As a response to the escalating biodiversity crisis, conservation appears well-placed to facilitate young people's development of an environmental ethic of care, and a capacity to work towards addressing environmental issues. Proponents of post-human pedagogies, however, argue that the 'stewardship' perspective underlying these activities fails to achieve the radical shift in human-environment relations required in response to the Anthropocene, given its apparent reinforcement of a perceived human/nature binary, and narrow 'solutions'-based approach. Considering these critiques, this article demonstrates that where there is openness to unplanned more-than-human encounters and the enactment of young people's own 'lived curricula', conservation activities can nonetheless enable forms of 'collective thinking with the more-than-human world' that transcend any underlying 'stewardship' perspective. We therefore point to the potential role of conservation activities within post-human responses to the Anthropocene, provided such openness is maintained. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01