"Are These Girl Ladybugs or Boy Ladybugs?": An Exploratory Study on Gender in Nature-Based Education

Autor/inn/en	Decker, Abigail M.; Morrison, Scott A.
Titel	"Are These Girl Ladybugs or Boy Ladybugs?": An Exploratory Study on Gender in Nature-Based Education
Quelle	In: Journal of Environmental Education, 54 (2023) 5, S.325-340 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Scott A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2023.2241394
Schlagwörter	Sex; Environmental Education; Private Schools; Preschools; Public Schools; Elementary School Students; Student Attitudes; Sex Role + Suchen Sie Ihr Suchwort? Geschlecht; Geschlechtsverkehr; Umweltbildung; Umwelterziehung; Umweltpädagogik; Private school; Privatschule; Public school; Öffentliche Schule; Schülerverhalten; Geschlechterrolle
Abstract	In this exploratory study, we examined the ways gender is communicated, experienced, and constructed in nature-based education (NBE), which involved 30 h of fieldwork at one private outdoor preschool and two public elementary school garden clubs. In our analysis of the data, we found four sites where gender socialization happens in NBE: materials, spaces, conversations, and educators. While gender may be communicated, experienced, and constructed differently outside because there tends to be fewer gender-coded human-made objects, we argue that environmental educators must be intentional and explicit about curating and maintaining a gender decoded learning space. To decode gender, environmental educators must realize that gender is being constructed by and for children as well as the ways in which it is communicated and experienced. Moreover, they must be able to foster healthy understandings of gender beyond the binary. Ultimately, environmental educators must sustain a culture of gender inclusivity and affirmation long-term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01