Thinking through Making: Junk Paddles, Distant Forests and Pedagogical Possibilities

Autor/in	Jukes, Scott
Titel	Thinking through Making: Junk Paddles, Distant Forests and Pedagogical Possibilities
Quelle	In: Environmental Education Research, 26 (2020) 12, S.1746-1763 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jukes, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1806991
Schlagwörter	Thinking Skills; Environmental Education; Forestry; Teaching Methods; Sustainability; Wastes; Recycling; Experiential Learning; Outdoor Education; Learning Activities; Ethics; Handicrafts; Creativity; Design; Personal Narratives; Conservation (Environment) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Forstwissenschaft; Waldwirtschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Gargabe; Abfall; Experiental learning; Erfahrungsorientiertes Lernen; Freiluftunterricht; Lernaktivität; Ethik; Handwerk; Kreativität; Erlebniserzählung; Conservation; Environment; Konservierung; Bewahung; Umwelt
Abstract	Remake activities reuse and recycle waste materials, working them into something useful. The experiential activity seems to be prevalent, yet limited literature covers creative ways of thinking about pedagogical approaches. This paper examines some of the emerging waste education literature before exploring further possibilities for remake activities, using the example of paddle making as a pedagogical practice in outdoor, environmental and sustainability education. I perform a new materialist praxis for paddle making, enacting a diffractive investigation into a piece of timber as a way of framing paddle making activities. I present the investigation as a narrative that considers the life of the timber and the broader ecological history of the material. This charts ethical and environmental problems relating to particular forests whilst posing different ways of conceptualising timber. Through this, I offer an example of the pedagogical diffractions that can be made during remake activities. In summary, the paper attends to materiality in divergent ways, through the use of new materialist ideas, to open up educational possibilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01