Wolves in the Amazon? Child Perceptions of a Distant Natural Environment in an English Primary School

Autor/inn/en	Rey-Goyeneche, Jennifer A.; Alexander, Patrick
Titel	Wolves in the Amazon? Child Perceptions of a Distant Natural Environment in an English Primary School
Quelle	In: International Research in Geographical and Environmental Education, 30 (2021) 2, S.132-147 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rey-Goyeneche, Jennifer A.) ORCID (Alexander, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2020.1797099
Schlagwörter	Environment; Elementary School Students; Student Attitudes; Exhibits; Foreign Countries; Geography; Phenomenology; Sociocultural Patterns; Biology; Wildlife; Political Attitudes; Imagination; Stereotypes; Developing Nations; Interdisciplinary Approach; Environmental Education; Cartoons; Freehand Drawing; Animals; Geographic Regions; United Kingdom (England) + Suchen Sie Ihr Suchwort? Umwelt; Schülerverhalten; Ausland; Geografie; Phenomenological psychology; Phänomenologie; Psychologie; Soziokulturelle Theorie; Biologie; Political attitude; Politische Einstellung; Klischee; Developing country; Developing countries; Entwicklungsland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Umweltbildung; Umwelterziehung; Umweltpädagogik; Zeichentrickfilm; Drawing; Zeichnen; Animal; Tier; Tiere
Abstract	By analysing an academic exhibition on the Amazon region made by Year 5 children from an Oxford-based primary school, this qualitative study explores the ways that children perceive a representation of a natural environment geographically distant from their home context. The phenomenographic analysis of written and visual documentary sources focuses on incorporated biophysical and socio-cultural elements. Three hierarchically inclusive ways of perceiving the Amazon were identified: (1) Nature as species of wild fauna and their habitat; (2) Nature as political economy; and (3) Nature as an imaginative world. Correspondingly, findings highlighted: (1) children's affiliation to other living organisms; (2) children's stereotypical constructs in relation to developing countries; and (3) nature as a concept that is actively constructed by children, including the conjuring of imagined 'natural' worlds. The findings have implications for interdisciplinary approaches to Environmental Education in primary contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01