Forest schools: moving towards an alternative pedagogical response to the Anthropocene?
In this paper I consider whether forest schools provide a space where we could rethink pedagogy in the Anthropocene. I explore the challenges and possibilities of thinking beyond the business-as-usual of human-centric pedagogies drawing upon an ethnographic study of two forest schools, located in th...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 41; no. 3; pp. 427 - 441 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=144410875&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 144410875 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Jun2020 vid: 41 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 144410875 10.1080/01596306.2019.1670446 ppf: 427 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.7MB tig: atl: Forest schools: moving towards an alternative pedagogical response to the Anthropocene? aug: au: Mycock, Katherine affil: Directorate of Research, Innovation & Engagement, Keele University, Keele, UK su: Schools Forest management Teaching Gesture Realism Nature West Midlands (England) England sug: subj: West Midlands (England) England Schools Forest management Teaching Gesture Realism Nature keyword: Anthropocene children forest school more-than-human more-than-social pedagogy ab: In this paper I consider whether forest schools provide a space where we could rethink pedagogy in the Anthropocene. I explore the challenges and possibilities of thinking beyond the business-as-usual of human-centric pedagogies drawing upon an ethnographic study of two forest schools, located in the West Midlands of England conducted in 2014–2015. I take a more-than-social approach, which moves beyond narrow essentialist constructions of nature and childhood. I use both Barad's theory of agential realism, to explore children's lively intra-actions with more-than-humans at forest school, and Haraway's concept of worlding, to examine collective world making and remarking. Through this conceptual framing I explore whether forest schools are or could become a space for more-than-social pedagogies in which children might imagine and care for other worlds. If so, how might this kind of other-world imagining and caring gesture towards an alternative pedagogical response to the Anthropocene? pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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