A Walk in the Woods: "Re-Membering" a Place to Teach Preservation

Autor/in	Hunter, Joshua E.
Titel	A Walk in the Woods: "Re-Membering" a Place to Teach Preservation
Quelle	In: Ethnography and Education, 10 (2015) 2, S.154-169 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2014.970654
Schlagwörter	Ethnography; Phenomenology; Educational Practices; Memory; Parks; Affective Behavior; Environmental Education; Conservation (Environment); Interviews; Observation + Suchen Sie Ihr Suchwort? Ethnografie; Phenomenological psychology; Phänomenologie; Psychologie; Bildungspraxis; Gedächtnis; Freizeitpark; Affective disturbance; Active behaviour; Affektive Störung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Interviewing; Interviewtechnik; Beobachtung
Abstract	This ethnographic study explores the educational practice of interpretive naturalists in a Midwestern US state park. The construction of affective memories and direct experiences is examined from the perspectives of a group of naturalists to understand how they teach about a specific place. Enlisting phenomenological insights of lived experience and embodied and emplaced awareness, a conceptualisation of "re-membering" is developed. This retooling of the concept of "re-membering" addresses the intersection of direct experience and embodied memories as central foci of naturalist practice. Further, this "re-membering" is a key way that naturalists teach about sustaining and preserving human experiences, memories and places. The findings highlight the important ways that naturalists perceive memory construction and how this is connected to place through direct experience and subsequently as a way to teach preservation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01