Becoming-With Fire and Rainforest: Emergent Curriculum and Pedagogies for Planetary Wellbeing

Autor/inn/en	Somerville, Margaret J.; Powell, Sarah J.
Titel	Becoming-With Fire and Rainforest: Emergent Curriculum and Pedagogies for Planetary Wellbeing
Quelle	In: Australian Journal of Environmental Education, 38 (2022) 3-4, S.298-310 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Somerville, Margaret J.) ORCID (Powell, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2021.21
Schlagwörter	Well Being; Environmental Education; Natural Disasters; Foreign Countries; Art Education; Student Projects; Teaching Methods; Interdisciplinary Approach; Self Concept; Educational Philosophy; Curriculum Development; Preschool Children; Preschool Education; Fire Protection; Forestry; Australia + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Umweltbildung; Umwelterziehung; Umweltpädagogik; Natural disaster; Naturkatastrophe; Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Selbstkonzept; Bildungsphilosophie; Erziehungsphilosophie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Brandbekämpfung; Forstwissenschaft; Waldwirtschaft; Australien
Abstract	In this paper we propose the concept of 'becoming-with' in relation to the experience of the catastrophic fires in the summer of 2019-2020 in Australia, and their implications for research into young children's response to bushfires, and their learning about bushfire recovery, which resulted in the development of an arts-based project to explore emergent curriculum and pedagogies for planetary wellbeing. We draw on Deleuze and Guattari's theorising that 'the self is only a threshold, a door, a becoming between two multiplicities'; and 'Spatio-temporal relations' as 'not predicates of the thing but dimensions of multiplicities of events as encounters' to theorise how 'becoming-with' fires enabled the development of emergent curriculum and pedagogies in an early learning centre, which can ultimately contribute to planetary wellbeing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01