Other Knowings and Experiencing Otherness: Children's Perspectives of Playing a Hunting Game in a Nature Reserve

Autor/inn/en	Adams, Dylan; Beauchamp, Gary
Titel	Other Knowings and Experiencing Otherness: Children's Perspectives of Playing a Hunting Game in a Nature Reserve
Quelle	In: Australian Journal of Environmental Education, 37 (2021) 3, S.224-239 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Dylan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2021.10
Schlagwörter	Foreign Countries; Natural Resources; Outdoor Education; Elementary School Students; Games; Wildlife; Experiential Learning; Student Attitudes; Biodiversity; Consciousness Raising; Australia + Suchen Sie Ihr Suchwort? Ausland; Natural Ressource; Natürliche Ressource; Freiluftunterricht; Game; Spiel; Spiele; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Biodiversität; Bewusstseinsbildung; Australien
Abstract	This research study explored the experiences of children (aged 9-10 years), from four different primary schools, playing a hunting game in a nature reserve. Previous research shows that children's play in green spaces can provide a number of benefits to children. However, there is a lack of research into children's experiences of playing in bio-diverse environments. This study sought to find out how children (aged 9-10 years) "playing" the role of animals in a nature reserve could enable them to experience different ways of being and different ways of understanding their relationship with the world around them. The study employed a qualitative phenomenological design that aimed to interpret the first-person lived experiences of the children playing in the nature reserve. Four classes from four different primary schools took part in the study. Six children from each class were interviewed and analysis of their responses generated a number of different themes. The results suggest that playing the hunting game in a biodiverse environment does offer states of being and knowings that are not as accessible in schools. Playing the role of an animal had afforded the children with an accentuated, embodied experience, offering insight into the otherness of the more-than-human world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01