Fostering Relationships between Elementary Students and the More-Than-Human World Using Movement and Stillness

Autor/inn/en	Stapleton, Sarah Riggs; Lynch, Kathryn
Titel	Fostering Relationships between Elementary Students and the More-Than-Human World Using Movement and Stillness
Quelle	In: Journal of Environmental Education, 52 (2021) 4, S.272-289 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2021.1955650
Schlagwörter	Motion; Scaffolding (Teaching Technique); Ethnography; Elementary School Students; Longitudinal Studies; Kindergarten; School Community Relationship; Forestry; College School Cooperation; Nonprofit Organizations; Field Trips; Outdoor Education; Indigenous Knowledge; Animals; Teacher Attitudes; Student Attitudes; Child Behavior; Undergraduate Students; Environmental Education; Experiential Learning + Suchen Sie Ihr Suchwort? Bewegungsablauf; Ethnografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forstwissenschaft; Waldwirtschaft; Nonprofit-Organisation; Exkursion; Freiluftunterricht; Animal; Tier; Tiere; Lehrerverhalten; Schülerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	We join scholars who criticize the Western separation of humans and the more-than-human (MtH) and believe that an emphasis on the MtH within students' local community is supported by repeated exposure. We take an ethnographic approach to study a collaborative program between a university, a local nonprofit, and a US public elementary school that organizes field trips to a local arboretum three times per year, over students' elementary career. We share longitudinal ethnographic data over four years, following the first cohort from K-4th grade, describing ways in which students appear to connect with the MtH. We propose a construct for building connection to the MtH that includes a balance between aspects and activities we call "Movement" and those we call "Stillness." We suggest that shifting between movement and stillness requires scaffolded, embodied practice. We propose that including movement and stillness aspects in EE, when scaffolded over time, can help foster children's connections to the MtH in their community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01