Forest Schools: Moving towards an Alternative Pedagogical Response to the Anthropocene?

Autor/in	Mycock, Katherine
Titel	Forest Schools: Moving towards an Alternative Pedagogical Response to the Anthropocene?
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 41 (2020) 3, S.427-440 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mycock, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2019.1670446
Schlagwörter	Foreign Countries; Outdoor Education; Teaching Methods; Natural Resources; Caring; Humanism; Children; Preadolescents; Science Instruction; Inquiry; Discovery Learning; Ecology; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Natural Ressource; Natürliche Ressource; Care; Pflege; Sorge; Betreuung; Humanismus; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Entdeckendes Lernen; Ökologie
Abstract	In this paper I consider whether forest schools provide a space where we could rethink pedagogy in the Anthropocene. I explore the challenges and possibilities of thinking beyond the business-as-usual of human-centric pedagogies drawing upon an ethnographic study of two forest schools, located in the West Midlands of England conducted in 2014-2015. I take a more-than-social approach, which moves beyond narrow essentialist constructions of nature and childhood. I use both Barad's theory of agential realism, to explore children's lively intra-actions with more-than-humans at forest school, and Haraway's concept of worlding, to examine collective world making and remarking. Through this conceptual framing I explore whether forest schools are or could become a space for more-than-social pedagogies in which children might imagine and care for other worlds. If so, how might this kind of other-world imagining and caring gesture towards an alternative pedagogical response to the Anthropocene? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01