Humor and Humility for Inclusive Nature Education

Autor/in	Arias, Juan Miguel
Titel	Humor and Humility for Inclusive Nature Education
Quelle	In: Environmental Education Research, 29 (2023) 4, S.624-637 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arias, Juan Miguel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2094895
Schlagwörter	Humor; Outdoor Education; Natural Resources; Teaching Methods; Psychological Patterns; Expectation; Student Attitudes; Behavior; Interpersonal Relationship; Social Behavior; Behavior Standards; Educational Environment; Inclusion; Culturally Relevant Education; Safety; Preadolescents; Minority Group Students; Grade 5; California (San Francisco) + Suchen Sie Ihr Suchwort? Humoristische Darstellung; Freiluftunterricht; Natural Ressource; Natürliche Ressource; Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social behaviour; Soziales Verhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion; Sicherheit; Pre-adolescence; Präadoleszenz; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Humor can facilitate relationship-building and comfort in new experiences, essential elements for nature education programs prioritizing inclusive practices. This article presents insights on using humor in outdoor educational settings from a qualitative case study of an equity-driven nature education program. I present four key elements of instructors' uses of humor. The program instructors used humor to (1) foster students' emotional safety and comfort with novelty or physical risk; (2) subvert students' expectations of "normal" behavior (for students and adults alike) and of possible program experiences; and (3) bond among themselves and mitigate tensions between their and visiting teachers' practices. Additionally, (4) the instructors consciously discussed and set positionally-aware norms for their most common uses of and responses to humor. Through these four elements, I suggest that the program instructors used humor to create "provisional safe spaces" for themselves and their students--spaces that normalize engaging with novelty, discomfort, and continuous learning. To close, I offer suggestions for nature educators wishing to facilitate cross-cultural inclusivity through humor in their programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01