Being Bird and Sensory Learning Activities: Multimodal and Arts-Based Pedagogies in the 'Anthropocene'

Autor/inn/en	Windsor, Sally; Sanders, Dawn
Titel	Being Bird and Sensory Learning Activities: Multimodal and Arts-Based Pedagogies in the 'Anthropocene'
Quelle	In: Educational Philosophy and Theory, 55 (2023) 11, S.1220-1236 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Windsor, Sally) ORCID (Sanders, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2088353
Schlagwörter	Art Education; Teaching Methods; Sensory Experience; Sustainability; Environmental Education; Theory Practice Relationship; Climate; Learning Activities; Learning Processes; Higher Education; Educational Philosophy; Undergraduate Students; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfahrung; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Theorie-Praxis-Beziehung; Klima; Lernaktivität; Learning process; Lernprozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Schweden
Abstract	There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question 'how do we carry on?' We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environmental dimensions of learning using the concepts from Hannah Arendt and John Dewey, in a higher-education context in Sweden. The first-cycle (undergraduate level) course in which these activities are conducted--"Teaching sustainability from a global perspective"--engages students in a range of pedagogical activities designed to encourage greater awareness of sustainability issues in diverse educational settings. In this paper we reflect on pedagogical practices as praxis in a sustainability focused course, and use the theory of practice architectures to question what people do in a particular time and place. We explore how educating for the future using multimodal and arts-based pedagogies could be a strategy to support new ways for reconfiguring environmental sustainability education in the Anthropocene. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01