Elizabeth Y . S . Boileau | University of Minnesota, Duluth (original) (raw)
Papers by Elizabeth Y . S . Boileau
Journal of outdoor and environmental education, Feb 16, 2024
The International Journal of Holistic Early Learning and Development, Dec 3, 2020
Across Canada, early learning nature-based programs are gaining popularity with many new programs... more Across Canada, early learning nature-based programs are gaining popularity with many new programs being implemented each year. Currently, little is known about the number, type, pedagogies, and curricula content of Canadian outdoor and nature-based early learning programs. Thus, this mixed methods study was conducted to explore this growing movement. In total, two hundred educators, representing 165 various programs across Canada completed an online survey. Fifty-one percent of the participants reported having a diploma in Early Childhood Education or similar qualification. In addition, it was estimated that between 40 000 to 60 000 Canadian children, mostly aged between 3 to 9 years, had taken part in these programs during 2018-2019. Moreover, findings suggested that weather conditions can impact the time spent outdoors and that emergent, child-centered curricula rooted in play were guiding the pedagogy of a large percentage of the represented programs. Outdoor nature-based early learning programs in Canada 2 Background
Research Handbook on Childhoodnature, 2020
Insects and children cohabit common worlds, both subjects of their own lives and active agents. T... more Insects and children cohabit common worlds, both subjects of their own lives and active agents. Their encounters may be characterized by mutual curiosity, indifference, or fear and can lead to multiple outcomes. Some children will be bitten or stung while others will be unhurt; some insects will not survive an encounter while others will be cared for as friends. The literature on insect/human relations indicates that many people have negative perceptions of most insects, which can have profound material consequences; consider the many challenges insects face at the individual, population, and species level due to human activity. Insects feature in various ways in early years and elementary education, from highly anthropomorphized charismatic microfauna in children's media and literature to pinned collections of dead bodies, from captives in classroom terrariums and in insectariums to encounters inside and outside the classroom both planned and serendipitous. Drawing on our own teaching experiences and writing in critical animal studies, environmental and interspecies education that focuses on our relationships with other animals, and common world pedagogies, we question the anthropocentric nature of many of these encounters and ask how we might offer young children opportunities to develop ethical and caring relationships with insects, including those who are commonly feared, disliked, or simply overlooked. We argue that intersubjective learning that goes beyond the human and that recognizes the messiness and complexity of insect/human relations holds promise for multispecies flourishing.
Society & Animals, 2019
Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., ... more Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., safaris, whale watching, bear viewing). Entomotourism (insect-focused tourism) typically is not on the radar, but each year thousands of peoples visit monarch butterfly congregations and glow worm caves, and participate in guided firefly outings. Elsewhere, millions of peoples visit butterfly pavilions, insectariums, and bee museums. Calculations of visitation numbers aside, researchers in tourism studies have largely ignored the appeal of these animals, relegating these types of activities to the recreational fringe. By highlighting the popularity of entomotourism, this article challenges the vertebrate bias prevalent in the social sciences and seeks to move entomotourism from the margins to the mainstream of research on tourism in human/animal studies.
Canadian Journal of Environmental Education, Mar 1, 2014
Journal of Outdoor and Environmental Education, 2020
Over the last decade, interest in nature-based educational programs has been growing in Canada, y... more Over the last decade, interest in nature-based educational programs has been growing in Canada, yet there has been little research on the nature of these programs and how they are being implemented. This small-scale study provides baseline information on the characteristics of Canadian Forest Schools, the challenges that educators face in starting up these outdoor programs, and the potential benefits for enrolled children. An online survey study was conducted in the fall of 2017, to which 25 Forest School educators from across Canada responded. Results suggest that Canadian Forest School programs vary in terms of size, age of the children, type of outdoor setting, funding source, and schedule. Participants reported facing challenges such as finding an appropriate outdoor site, safety concerns related to outdoor activities, and the lack of support from different stakeholders. Many of these barriers were surmounted by developing relationships with local partners, adapting programs to comply with local regulations, and educating the community on Forest School pedagogy. In line with the growing international body of research on the benefits of Forest School (e.g., Elliott & Chancellor, 2014 ; Müller et al., 2017 ; Murray & O’Brien, 2005 ; Slade, Lowery & Bland, 2013 ), Canadian Forest School educators have observed benefits for the children, including the development of their social and physical skills and self-confidence, increased appreciation for nature, and enhanced creativity. Further research is needed to fully capture and examine this growing practice in the Canadian context.
A pilot program for young children aged three to five years old, River Buddies, developed for the... more A pilot program for young children aged three to five years old, River Buddies, developed for the St Lawrence River Institute of Environmental Sciences, was used as a setting for this research project. The program was conducted in order to gain insight into young children’s interest in and experience of the natural world in order to provide direction for appropriate program development for young children. Indoor and outdoor daycare workshops and family programs were offered, with hands-on activities, free play and live animals. Clark’s Mosaic Approach (2001) was the methodology used to gather data including photography, audiorecorded interviews, surveys and observations notes. Findings highlighted the children’s interest in learning through sensory experiences, through play with open-ended materials and the power of connecting with live animals. Adults play an important role in children’s engagement with the natural world. Listening to children and following their interests strength...
International Journal of Early Childhood Environmental Education, 2021
In 2015, Canada adopted the UN 2030 agenda for sustainable development and committed to its 17 su... more In 2015, Canada adopted the UN 2030 agenda for sustainable development and committed to its 17 sustainable development goals aiming to address issues of social, economic and environmental nature (United Nations, n.d.). Although Canada proposed an Indicator Framework with measurable targets to track progress on certain goals, these are still in the initial stage of development and discussion (Government of Canada, 2019). With increased demand for nature-based and outdoor educational programs in North America, exploring how the Sustainable Development Goals (SDG) may or may not align with current educational practices seems prudent. Specifically, we ask: Are the social, economic and environmental issues of concern integrated within outdoor nature-based programming? Could immersive outdoor programs be a viable avenue for helping Canada reach some of the global sustainable development goals? Finally, adopting a critical lens on the SDGs more broadly, are there additional ways in which teaching and learning for sustainability 1 can be implemented within Canadian nature-based programming? In order to examine these questions, we start by briefly exploring the SDGs and the Canadian proposed targets. Utilizing some of the results of a Pan-Canadian large-scale survey study, we delved into survey questions that examined the diversity of the attendees, perceived benefits of programs, and the ways in which sustainability for education are incorporated within programs (e.g., climate change and environmental issues, conservation and stewardship, and Indigenous rights). Findings from the latter study suggest that outdoor nature-based programs can help address several SDGs and promote the development of children's key competencies that could enable them to engage with issues of sustainability. Yet, we contend that further studies are needed to examine how and to what extent outdoor nature-based programs can help equip future generations with a sustainable ethos.
Society & Animals, 2019
Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., ... more Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., safaris, whale watching, bear viewing). Entomotourism (insect-focused tourism) typically is not on the radar, but each year thousands of peoples visit monarch butterfly congregations and glow worm caves, and participate in guided firefly outings. Elsewhere, millions of peoples visit butterfly pavilions, insectariums, and bee museums. Calculations of visitation numbers aside, researchers in tourism studies have largely ignored the appeal of these animals, relegating these types of activities to the recreational fringe. By highlighting the popularity of entomotourism, this article challenges the vertebrate bias prevalent in the social sciences and seeks to move entomotourism from the margins to the mainstream of research on tourism in human/ animal studies.
International Journal of Holistic Early Learning and Development, 2020
Across Canada, early learning nature-based programs are gaining popularity with many new programs... more Across Canada, early learning nature-based programs are gaining popularity with many new programs being implemented each year. Currently, little is known about the number, type, pedagogies, and curricula content of Canadian outdoor and nature-based early learning programs. Thus, this mixed methods study was conducted to explore this growing movement. In total, two hundred educators, representing 165 various programs across Canada completed an online survey. Fifty-one percent of the participants reported having a diploma in Early Childhood Education or similar qualification. In addition, it was estimated that between 40 000 to 60 000 Canadian children, mostly aged between 3 to 9 years, had taken part in these programs during 2018-2019. Moreover, findings suggested that weather conditions can impact the time spent outdoors and that emergent, child-centered curricula rooted in play were guiding the pedagogy of a large percentage of the represented programs. Outdoor nature-based early learning programs in Canada 2 Background
Journal of Outdoor and Environmental Education, 2020
Over the last decade, interest in nature-based educational programs has been growing in Canada, y... more Over the last decade, interest in nature-based educational programs has been growing in Canada, yet there has been little research on the nature of these programs and how they are being implemented. This small-scale study provides baseline information on the characteristics of Canadian Forest Schools, the challenges that educators face in starting up these outdoor programs, and the potential benefits for enrolled children. An online survey study was conducted in the fall of 2017, to which 25 Forest School educators from across Canada responded. Results suggest that Canadian Forest School programs vary in terms of size, age of the children, type of outdoor setting, funding source, and schedule. Participants reported facing challenges such as finding an appropriate outdoor site, safety concerns related to outdoor activities, and the lack of support from different stakeholders. Many of these barriers were surmounted by developing relationships with local partners, adapting programs to comply with local regulations, and educating the community on Forest School pedagogy. In line with the growing international body of research on the benefits of Forest School (e.g., Elliott & Chancellor, 2014; Müller et al., 2017; Murray & O'Brien, 2005; Slade, Lowery & Bland, 2013), Canadian Forest School educators have observed benefits for the children, including the development of their social and physical skills and self-confidence, increased appreciation for nature, and enhanced creativity. Further research is needed to fully capture and examine this growing practice in the Canadian context.
Research Handbook on Childhoodnature, 2018
Insects and children cohabit common worlds, both subjects of their own lives and active agents. T... more Insects and children cohabit common worlds, both subjects of their own lives and active agents. Their encounters may be characterized by mutual curiosity, indifference, or fear and can lead to multiple outcomes. Some children will be bitten or stung while others will be unhurt; some insects will not survive an encounter while others will be cared for as friends. The literature on insect/human relations indicates that many people have negative perceptions of most insects, which can have profound material consequences; consider the many challenges insects face at the individual, population, and species level due to human activity. Insects feature in various ways in early years and elementary education, from highly anthropomorphized charismatic microfauna in children’s media and literature to pinned collections of dead bodies, from captives in classroom terrariums and in insectariums to encounters inside and outside the classroom both planned and serendipitous. Drawing on our own teaching experiences and writing in critical animal studies, environmental and interspecies education that focuses on our relationships with other animals, and common world pedagogies, we question the anthropocentric nature of many of these encounters and ask how we might offer young children opportunities to develop ethical and caring relationships with insects, including those who are commonly feared, disliked, or simply overlooked. We argue that intersubjective learning that goes beyond the human and that recognizes the messiness and complexity of insect/human relations holds promise for multispecies flourishing.
Journal of outdoor and environmental education, Feb 16, 2024
The International Journal of Holistic Early Learning and Development, Dec 3, 2020
Across Canada, early learning nature-based programs are gaining popularity with many new programs... more Across Canada, early learning nature-based programs are gaining popularity with many new programs being implemented each year. Currently, little is known about the number, type, pedagogies, and curricula content of Canadian outdoor and nature-based early learning programs. Thus, this mixed methods study was conducted to explore this growing movement. In total, two hundred educators, representing 165 various programs across Canada completed an online survey. Fifty-one percent of the participants reported having a diploma in Early Childhood Education or similar qualification. In addition, it was estimated that between 40 000 to 60 000 Canadian children, mostly aged between 3 to 9 years, had taken part in these programs during 2018-2019. Moreover, findings suggested that weather conditions can impact the time spent outdoors and that emergent, child-centered curricula rooted in play were guiding the pedagogy of a large percentage of the represented programs. Outdoor nature-based early learning programs in Canada 2 Background
Research Handbook on Childhoodnature, 2020
Insects and children cohabit common worlds, both subjects of their own lives and active agents. T... more Insects and children cohabit common worlds, both subjects of their own lives and active agents. Their encounters may be characterized by mutual curiosity, indifference, or fear and can lead to multiple outcomes. Some children will be bitten or stung while others will be unhurt; some insects will not survive an encounter while others will be cared for as friends. The literature on insect/human relations indicates that many people have negative perceptions of most insects, which can have profound material consequences; consider the many challenges insects face at the individual, population, and species level due to human activity. Insects feature in various ways in early years and elementary education, from highly anthropomorphized charismatic microfauna in children's media and literature to pinned collections of dead bodies, from captives in classroom terrariums and in insectariums to encounters inside and outside the classroom both planned and serendipitous. Drawing on our own teaching experiences and writing in critical animal studies, environmental and interspecies education that focuses on our relationships with other animals, and common world pedagogies, we question the anthropocentric nature of many of these encounters and ask how we might offer young children opportunities to develop ethical and caring relationships with insects, including those who are commonly feared, disliked, or simply overlooked. We argue that intersubjective learning that goes beyond the human and that recognizes the messiness and complexity of insect/human relations holds promise for multispecies flourishing.
Society & Animals, 2019
Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., ... more Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., safaris, whale watching, bear viewing). Entomotourism (insect-focused tourism) typically is not on the radar, but each year thousands of peoples visit monarch butterfly congregations and glow worm caves, and participate in guided firefly outings. Elsewhere, millions of peoples visit butterfly pavilions, insectariums, and bee museums. Calculations of visitation numbers aside, researchers in tourism studies have largely ignored the appeal of these animals, relegating these types of activities to the recreational fringe. By highlighting the popularity of entomotourism, this article challenges the vertebrate bias prevalent in the social sciences and seeks to move entomotourism from the margins to the mainstream of research on tourism in human/animal studies.
Canadian Journal of Environmental Education, Mar 1, 2014
Journal of Outdoor and Environmental Education, 2020
Over the last decade, interest in nature-based educational programs has been growing in Canada, y... more Over the last decade, interest in nature-based educational programs has been growing in Canada, yet there has been little research on the nature of these programs and how they are being implemented. This small-scale study provides baseline information on the characteristics of Canadian Forest Schools, the challenges that educators face in starting up these outdoor programs, and the potential benefits for enrolled children. An online survey study was conducted in the fall of 2017, to which 25 Forest School educators from across Canada responded. Results suggest that Canadian Forest School programs vary in terms of size, age of the children, type of outdoor setting, funding source, and schedule. Participants reported facing challenges such as finding an appropriate outdoor site, safety concerns related to outdoor activities, and the lack of support from different stakeholders. Many of these barriers were surmounted by developing relationships with local partners, adapting programs to comply with local regulations, and educating the community on Forest School pedagogy. In line with the growing international body of research on the benefits of Forest School (e.g., Elliott & Chancellor, 2014 ; Müller et al., 2017 ; Murray & O’Brien, 2005 ; Slade, Lowery & Bland, 2013 ), Canadian Forest School educators have observed benefits for the children, including the development of their social and physical skills and self-confidence, increased appreciation for nature, and enhanced creativity. Further research is needed to fully capture and examine this growing practice in the Canadian context.
A pilot program for young children aged three to five years old, River Buddies, developed for the... more A pilot program for young children aged three to five years old, River Buddies, developed for the St Lawrence River Institute of Environmental Sciences, was used as a setting for this research project. The program was conducted in order to gain insight into young children’s interest in and experience of the natural world in order to provide direction for appropriate program development for young children. Indoor and outdoor daycare workshops and family programs were offered, with hands-on activities, free play and live animals. Clark’s Mosaic Approach (2001) was the methodology used to gather data including photography, audiorecorded interviews, surveys and observations notes. Findings highlighted the children’s interest in learning through sensory experiences, through play with open-ended materials and the power of connecting with live animals. Adults play an important role in children’s engagement with the natural world. Listening to children and following their interests strength...
International Journal of Early Childhood Environmental Education, 2021
In 2015, Canada adopted the UN 2030 agenda for sustainable development and committed to its 17 su... more In 2015, Canada adopted the UN 2030 agenda for sustainable development and committed to its 17 sustainable development goals aiming to address issues of social, economic and environmental nature (United Nations, n.d.). Although Canada proposed an Indicator Framework with measurable targets to track progress on certain goals, these are still in the initial stage of development and discussion (Government of Canada, 2019). With increased demand for nature-based and outdoor educational programs in North America, exploring how the Sustainable Development Goals (SDG) may or may not align with current educational practices seems prudent. Specifically, we ask: Are the social, economic and environmental issues of concern integrated within outdoor nature-based programming? Could immersive outdoor programs be a viable avenue for helping Canada reach some of the global sustainable development goals? Finally, adopting a critical lens on the SDGs more broadly, are there additional ways in which teaching and learning for sustainability 1 can be implemented within Canadian nature-based programming? In order to examine these questions, we start by briefly exploring the SDGs and the Canadian proposed targets. Utilizing some of the results of a Pan-Canadian large-scale survey study, we delved into survey questions that examined the diversity of the attendees, perceived benefits of programs, and the ways in which sustainability for education are incorporated within programs (e.g., climate change and environmental issues, conservation and stewardship, and Indigenous rights). Findings from the latter study suggest that outdoor nature-based programs can help address several SDGs and promote the development of children's key competencies that could enable them to engage with issues of sustainability. Yet, we contend that further studies are needed to examine how and to what extent outdoor nature-based programs can help equip future generations with a sustainable ethos.
Society & Animals, 2019
Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., ... more Wildlife tourism is often associated with charismatic megafauna in the public imagination (e.g., safaris, whale watching, bear viewing). Entomotourism (insect-focused tourism) typically is not on the radar, but each year thousands of peoples visit monarch butterfly congregations and glow worm caves, and participate in guided firefly outings. Elsewhere, millions of peoples visit butterfly pavilions, insectariums, and bee museums. Calculations of visitation numbers aside, researchers in tourism studies have largely ignored the appeal of these animals, relegating these types of activities to the recreational fringe. By highlighting the popularity of entomotourism, this article challenges the vertebrate bias prevalent in the social sciences and seeks to move entomotourism from the margins to the mainstream of research on tourism in human/ animal studies.
International Journal of Holistic Early Learning and Development, 2020
Across Canada, early learning nature-based programs are gaining popularity with many new programs... more Across Canada, early learning nature-based programs are gaining popularity with many new programs being implemented each year. Currently, little is known about the number, type, pedagogies, and curricula content of Canadian outdoor and nature-based early learning programs. Thus, this mixed methods study was conducted to explore this growing movement. In total, two hundred educators, representing 165 various programs across Canada completed an online survey. Fifty-one percent of the participants reported having a diploma in Early Childhood Education or similar qualification. In addition, it was estimated that between 40 000 to 60 000 Canadian children, mostly aged between 3 to 9 years, had taken part in these programs during 2018-2019. Moreover, findings suggested that weather conditions can impact the time spent outdoors and that emergent, child-centered curricula rooted in play were guiding the pedagogy of a large percentage of the represented programs. Outdoor nature-based early learning programs in Canada 2 Background
Journal of Outdoor and Environmental Education, 2020
Over the last decade, interest in nature-based educational programs has been growing in Canada, y... more Over the last decade, interest in nature-based educational programs has been growing in Canada, yet there has been little research on the nature of these programs and how they are being implemented. This small-scale study provides baseline information on the characteristics of Canadian Forest Schools, the challenges that educators face in starting up these outdoor programs, and the potential benefits for enrolled children. An online survey study was conducted in the fall of 2017, to which 25 Forest School educators from across Canada responded. Results suggest that Canadian Forest School programs vary in terms of size, age of the children, type of outdoor setting, funding source, and schedule. Participants reported facing challenges such as finding an appropriate outdoor site, safety concerns related to outdoor activities, and the lack of support from different stakeholders. Many of these barriers were surmounted by developing relationships with local partners, adapting programs to comply with local regulations, and educating the community on Forest School pedagogy. In line with the growing international body of research on the benefits of Forest School (e.g., Elliott & Chancellor, 2014; Müller et al., 2017; Murray & O'Brien, 2005; Slade, Lowery & Bland, 2013), Canadian Forest School educators have observed benefits for the children, including the development of their social and physical skills and self-confidence, increased appreciation for nature, and enhanced creativity. Further research is needed to fully capture and examine this growing practice in the Canadian context.
Research Handbook on Childhoodnature, 2018
Insects and children cohabit common worlds, both subjects of their own lives and active agents. T... more Insects and children cohabit common worlds, both subjects of their own lives and active agents. Their encounters may be characterized by mutual curiosity, indifference, or fear and can lead to multiple outcomes. Some children will be bitten or stung while others will be unhurt; some insects will not survive an encounter while others will be cared for as friends. The literature on insect/human relations indicates that many people have negative perceptions of most insects, which can have profound material consequences; consider the many challenges insects face at the individual, population, and species level due to human activity. Insects feature in various ways in early years and elementary education, from highly anthropomorphized charismatic microfauna in children’s media and literature to pinned collections of dead bodies, from captives in classroom terrariums and in insectariums to encounters inside and outside the classroom both planned and serendipitous. Drawing on our own teaching experiences and writing in critical animal studies, environmental and interspecies education that focuses on our relationships with other animals, and common world pedagogies, we question the anthropocentric nature of many of these encounters and ask how we might offer young children opportunities to develop ethical and caring relationships with insects, including those who are commonly feared, disliked, or simply overlooked. We argue that intersubjective learning that goes beyond the human and that recognizes the messiness and complexity of insect/human relations holds promise for multispecies flourishing.