Treat Me as a Place: On the (Onto)ethics of Place-Responsive Pedagogy

Autor/in	Vladimirova, Anna
Titel	Treat Me as a Place: On the (Onto)ethics of Place-Responsive Pedagogy
Quelle	In: Educational Philosophy and Theory, 55 (2023) 11, S.1268-1284 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vladimirova, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2130755
Schlagwörter	Teaching Methods; Place Based Education; Outdoor Education; Environmental Education; Educational Philosophy; Multisensory Learning; Forestry; Foreign Countries; Freehand Drawing; Learning Activities; Preschool Education; Preschool Children; Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Freiluftunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsphilosophie; Erziehungsphilosophie; Sensorische Stimulation; Forstwissenschaft; Waldwirtschaft; Ausland; Drawing; Zeichnen; Lernaktivität; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Finnland
Abstract	This article engages with new materialist posthumanist philosophy to conceptually approach an ethics of outdoor environmental education with the focus on a pupil's body. Thinking with place-responsive pedagogy, I aim to extend a conversation toward exploring a child's body as a place. Place-responsive pedagogy, while it challenges a commonly endorsed child/brain/self/anthropocentrism by paying more attention to a place, its history, and human-nonhuman entanglements, still positions children as intellectual observers (of places) and multisensorial body-mind thinkers. I propose to attend to pupils/their movements as to ontogenetic phenomena. These phenomena necessarily emerge from the surplus of child-place relations. They are intelligent, complex, transmogrifying, attuning with the emerging ecologies, and growing with/from a place. Such conceptualisation disrupts an often-empty rhetoric that 'humans are part of nature', offering an account of an (onto)ethics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01