Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-24T17:36:54.994Z Has data issue: false hasContentIssue false
  • English
  • Français

Wild Pedagogies: Six Initial Touchstones for Early Childhood Environmental Educators

Published online by Cambridge University Press:  26 April 2018

Bob Jickling ,
Sean Blenkinsop ,
Marcus Morse  and
Aage Jensen
Bob Jickling*
Affiliation:
Lakehead University, Thunder Bay, Ontario, Canada
Sean Blenkinsop
Affiliation:
Simon Fraser University, Burnaby, British Columbia, Canada
Marcus Morse
Affiliation:
Latrobe University in Bendigo, Victoria, Australia
Aage Jensen
Affiliation:
Nord-Trøndelag University, Bodø, Norway
*
Address for correspondence: Bob Jickling, Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, CanadaP7B 5E1. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This article is a small piece of a much larger and still evolving project. Herein we focus on six touchstones for wild pedagogies. The article begins with a short orientation to the larger ideas behind the project and then focuses on exploring six current touchstones with a view towards early childhood environmental educators. The six explored here are: (1) agency and the role of nature as co-teacher; (2) wildness and challenging ideas of control; (3) complexity, the unknown, and spontaneity; (4) locating the wild; (5) time and practice; and (6) cultural change.

Keywords

environmental educationenvironmentpedagogieswildwildnessagencycontroltimepracticechange
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 34 , Special Issue 2: Ecologising Education: Storying, Philosophising and Disrupting , July 2018 , pp. 159 - 171
Copyright
Copyright © The Author(s) 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43, 25–45.Google Scholar
Barnosky, A.D., Matzke, N., Tomiya, S., Wogan, G.O.U., Swartz, B., Quental, T.B., . . . Ferrer, E.A. (2011). Has the Earth's sixth mass extinction already arrived? Nature, 471, 51–57.Google Scholar
Blenkinsop, S., & Beeman, C. (2010). The world as co-teacher: Learning to work with a peerless colleague. Trumpeter, 26, 26–39.Google Scholar
Blenkinsop, S., & Piersol, L. (2013). Listening to the literal: Orientations: Towards how nature communicates. Phenomenology & Practice, 7, 41–60.Google Scholar
Blenkinsop, S., Affifi, R., Piersol, L., & Derby, M. (2017). Shut-up and listen: Implications and possibilities of Albert Memmi's characteristics of colonization upon the ‘natural world’. Studies in Philosophy and Education, 6, 349–365.Google Scholar
Buber, M. (1968). Between man and man (Smith, R.G., Trans.). New York, NY: Macmillan.Google Scholar
Cronon, W. (1996). The trouble with wilderness: Or, getting back to the wrong nature. In Cronon, W. (Ed.), Uncommon ground: Rethinking the human place in nature (pp. 69–90). New York, NY: W.W. Norton.Google Scholar
Crutzen, P.J. (2002). Geology of mankind. Nature, 415, 23.Google Scholar
Derby, M., Piersol, L., & Blenkinsop, S. (2015). Refusing to settle for pigeons and parks: Urban environmental education in the age of neoliberalism. Environmental Education Research, 21, 378–389.Google Scholar
Gough, N. (2013). Towards deconstructive nonalignment: A complexivist view of curriculum, teaching and learning. South African Journal of Higher Education, 27, 1213–1233.Google Scholar
Griffiths, J. (2006). Wild: An elemental journey. New York, NY: Jeremy P. Tarcher.Google Scholar
Jickling, B. (2015). Self-willed learning: Experiments in wild pedagogy. Cultural Studies of Science Education, 10, 149–161.Google Scholar
Jickling, B., Blenkinsop, S., Timmerman, N., & Sitka Sage, M. (Eds.) (in press). Wild pedagogies: Touchstones for re-negotiating education and the environment in the Anthropocene. London: Palgrave Macmillan.Google Scholar
Latour, B.N. (2014). Agency at the time of the Anthropocene. New Literary History, 45, 1–18.Google Scholar
Livingston, J. (1994). Rogue primate: An exploration of human domestication. Boulder, CO: Roberts Rinehart Publishers.Google Scholar
Macquarrie, S., Nugent, C., & Warden, C. (2013). Learning with Nature and learning from others: Nature as setting and resource for early childhood education. Journal of Adventure Education & Outdoor Learning, 15, 1–23.Google Scholar
Næss, A., with Jickling, B. (2000). Deep ecology and education: A conversation with Arne Næss. Canadian Journal of Environmental Education, 5, 48–62.Google Scholar
Nash, R. (1967). Wilderness and the American mind. New Haven, CT: Yale University Press.Google Scholar
Orr, D. (2017). Foreword. In Jickling, B. & Sterling, S. (Eds.), Post-sustainability and environmental education: Remaking education for the future (pp. vii–xi). London: Plagrave Macmillan.Google Scholar
Pimm, S.L., Jenkins, C.N., Abell, R., Brooks, T.M., Gittleman, J.L., Joppa, L.N., . . . Sexton, J.O. (2014). The biodiversity of species and their rates of extinction, distribution, and protection. Science, 344, 1246752.Google Scholar
Serres, M. (2014). The natural contract. Ann Arbor, MI: University of Michigan Press.Google Scholar
Smith, W.C. (Ed.). (2016). The global testing culture: Shaping educational policy, perceptions, and practice. Oxford, UK: Symposium Books.Google Scholar
Sterling, S. (2017). Assuming the Future: Repurposing education in a volatile age. In Jickling, B. & Sterling, S. (Eds.), Post-sustainability and environmental education: Remaking education for the future (pp. vii-xi). London: Plagrave Macmillan.Google Scholar
Wals, A.E.J. (1990). What you can't measure still exists. The Environmental Communicator, November/December, 12.Google Scholar