Decoding Gender in Nature-Based Education: Perceptions of Environmental Educators

Autor/inn/en	Decker, Abigail; Morrison, Scott A.
Titel	Decoding Gender in Nature-Based Education: Perceptions of Environmental Educators
Quelle	In: Environmental Education Research, 27 (2021) 6, S.848-863 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Scott A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1898548
Schlagwörter	Teacher Attitudes; Environmental Education; Outdoor Education; Gender Issues; Gender Bias; Sex Role; Children; Socialization; Feminism; Elementary School Teachers; Early Childhood Teachers; Elementary School Students; Discovery Learning; Physical Environment; Language Usage; Sex Stereotypes + Suchen Sie Ihr Suchwort? Lehrerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Freiluftunterricht; Geschlechterfrage; Geschlechterstereotyp; Geschlechterrolle; Child; Kind; Kinder; Socialisation; Sozialisation; Feminismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Entdeckendes Lernen; Natürliche Umwelt; Sprachgebrauch
Abstract	In this qualitative study, we interviewed 20 environmental educators from six countries about their perceptions of gender in their work with children in nature. While many agreed that the physical environment seemed to bring fewer gendered cues to learning and allowed for more independent exploration, their responses also reflected limited confidence in drawing conclusions about the presence and influence of gender in nature-based education. Discussions of gendered language in nature, moving beyond the gender binary, and the role of student free choice emerged. Gender roles and restrictive, harmful gendered socialization will continue to manifest outside if environmental educators do not have the awareness and preparedness to identify and intentionally disrupt such experiences. It is essential to ensure that everyone working with children in nature understands the ways gender exists outside, when it is harmful and when it is productive, and how to consciously, intentionally shape student experiences with gender outdoors. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01