Thinking with Broken Glass: Making Pedagogical Spaces of Enchantment in the City

Autor/in	Pyyry, Noora
Titel	Thinking with Broken Glass: Making Pedagogical Spaces of Enchantment in the City
Quelle	In: Environmental Education Research, 23 (2017) 10, S.1391-1401 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1325448
Schlagwörter	Educational Environment; Urban Environment; Environmental Education; Play; Ecology; Learner Engagement; Children; Urban Areas; Fantasy; Imagination + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Stadtökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Spiel; Ökologie; Child; Kind; Kinder; Urban area; Stadtregion; Fantasie
Abstract	In this paper, I explore thinking that happens in children's meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in "intra-active" play with things and spaces. I argue that this mode of being joyfully engaged with one's surroundings is key to what Jane Bennett (2001) calls "enchantment." This experience can be described as a sudden moment of wonder-at-the-world: it is an inspiring event, of being moved by something. It is a disruption that can open up new reflection. Because enchantment is highly affectual, it deepens one's engagement with the world: it fosters "dwelling with." By this, I refer to making a home for oneself in the world, with the world. I approach this engagement and thinking with an acknowledgement of the capacity of the material and non-human world to provoke effects in human bodies: things and spaces thus take part in meaningful everyday encounters that make "dwelling with" possible. This more-than-human understanding allows for alternative ways of conceptualizing learning. Clean-cut categorizations such as "learner", "urban", "nature", and so on become problematic, and learning is re-conceptualized as an ongoing, non-linear and rhizomatic event in which knowing and being are always tied together. While playing, children are open to the unexpected: they are dwelling with the city and take part in creating new "pedagogical spaces of enchantment." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01