A Participatory Action Research Study of Nature Education in Nature: Towards Community-based Eco-pedagogy (original) (raw)
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This collated lecture was developed for pre-service teachers in Montreal, QC, Canada who do not often have courses in their programs that address the climate crisis, climate action in education, or how to design and implement curriculum that promotes nature literacy, the development of a nature identity, or environmental stewardship. It may be helpful for teacher educators, but may also interest researchers/thinkers in other fields (e.g. ecocriticism, environmental humanities, climate action, children's literature, language arts, science education). In this course, nature literacy and climate action are discussed specifically in the context of learning in a English Language Arts (ELA) classroom-- one that focuses not just on language learning, but the lived experience of literary engagement, communication, multi-literacies, diverse learners, and the development of a child's reading/writing identity. In their design of learning opportunities, teachers of ELA are encouraged to use rich texts (i.e. children's literature that is rich in theme, colour, design, illustration and language use) as a foundation for literature-based instruction. The intention of the talk is to help teachers think about the immediate ways they can incorporate nature-based learning into their pedagogy to feel empowered, and to help students realize their agency in helping to create a more sustainable future. *Please cite this lecture as you would any other academic resource (e.g. APA): Harju, ML. (2020). Nature as Self: Promoting nature literacy and the development of a nature identity in education [Powerpoint pdf]. Retrieved from: https://www.academia.edu/43288721/Nature\_As\_Self\_Promoting\_Nature\_Literacy\_and\_the\_Development\_of\_a\_Nature\_Identity\_in\_Education\_ELA\_learning\_
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Eco-literacy play a crucial role in instilling awareness in children about the importance of protecting the environment. The purpose of this study was to describe the profile of nature school students’ eco-literacy. The research method used qualitative research with a case study approach. The research subjects were selected through the purposive sampling technique. Data collection techniques in this study were questionnaires, observation, interviews, tests, and document study. The data analysis technique employed in this study was the interactive data analysis technique. The results revealed that: (1) cognitive aspects were quite good, indicated by a systematic understanding of nature; (2) emotional aspects were good, shown by high caring and empathy; (3) spiritual aspects were good, indicated by the attitude of respecting nature; (4) high activity aspects, shown by ability to apply ecological knowledge into life practices. This research concludes that the profile of eco-literacy in...
Education for Sustainable Development, Nature and Vernacular Learning
• Mainstream education for sustainable development conceives of nature as a resource or commodity. The natural world is, for the most part, accorded only instrumental or utilitarian value. As a field it thus aligns itself with a longstanding paradigm in western thinking that sees humans as separate from and dominant over nature. The de-natured nature of education for sustainable development makes it unlikely that the learner will become motivated to care and act for nature. As an alternative, vernacular learning is proposed, i.e. place-based learning rooted in close intimacy and connection with the natural world, with nature perceived as being intrinsically valuable. The importance of fostering emotional affinity with nature is underlined, as are forms of multi-sensory learning that help the learner engage with both spirit and soul of place. Practical examples of vernacular learning activities are enumerated. The importance of nurturing a sense of wonder and joy in the young learner is put forward as vital in fostering an ethic of concern for the planet. Essentially , the argument goes, we only stir ourselves to protect what we have come to love, and thus cultivating a sense of oneness with nature is vital if we are to have any chance of transforming the global environmental condition. Passion is the harbinger of activism.
Community-based environmental education and its participatory process
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Master Thesis in Environmental Communication and Management, 15 ECTS Advanced (D) level Uppsala, 2011 I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work.