‘Becoming-with bees’: generating affect and response-abilities with the dying bees in early childhood education

Weldemariam, Kassahun

doi:10.1080/01596306.2019.1607402

Cited by 19 publications

(12 citation statements)

References 24 publications

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“…But after the encounter with the native bee he became enthusiastic and wanted to linger in the bug garden and observe them. A week later he assured me that he was "80% not scared of insects" (see also Weldemariam 2020).…”

Section: Leon's Placestorymentioning

confidence: 99%

Feeling for the Anthropocene: Placestories of living justice

Renshaw

2021

Aust. Educ. Res.

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In this written version of the 2019 Radford Lecture, I address the challenges of teaching and learning about ourselves and others-human and more-than-human others-at this moment of global precarity. In Part 1, I analyse emotions in the Anthropocene through the lens of carnivalesque placestories. I conclude that we need to shift to a relational ontology and aesthetic sensibility based on kinship with the more-than-human. Part 2 explores pedagogies of love and enchantment and presents specific cases suggesting that children can shift to a relational ontology and aesthetic sensibility based on kinship. Part 3 takes up the troubles inherent in our current education system related to quiet citizenship. It asks how teachers might engage with students as activists on issues that matter to them in these precarious times.

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Section: Leon's Placestorymentioning

confidence: 99%

Feeling for the Anthropocene: Placestories of living justice

Renshaw

2021

Aust. Educ. Res.

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“…In Dyson’s (2019) account, the spiritual and ethical value of the Himalayan environment far exceeds its function as an ecosystem of practice sustaining human viable life. The insistence in these studies of locating young people as part of wider earth systems, while also not privileging their humanity relative to other elements, links closely to broader recent scholarship on post-humanism and young people (Pyyry and Tani, 2019), children and youth engagements with the Anthropocene (Kraftl et al, 2020), and studies of how children imagine ‘common worlds’ comprised of a wide variety of equally valued human and non-human elements (Taylor and Giugni, 2012; Weldemariam, 2020).…”

Section: Thinking Outmentioning

confidence: 76%

Viable geographies

Jeffrey

Dyson

2022

Progress in Human Geography

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What is a viable life? This paper addresses this question with reference to viability as a concept and young people’s social action across the world. The notion of viability offers a framework for examining how young people ‘think across’ different domains of life – such as education, work, environment, politics and cultural practice – and develop ecosystems of practice that connect these domains together. In addition, the concept of viability draws attention to the alternative nature of these ecosystems of practice – how young people commonly use these ecosystems to ‘think against’ dominance – and how they also ‘think out’ to produce new ideas.

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“…Flera forskare argumenterar för att utbildning för hållbar utveckling behöver fokusera på samhörighet med naturen istället för att sätta människan i centrum och se naturen som ett objekt [7]. I en studie av en forskare vid Göteborgs universitet [9] är utgångspunkten just att utbildning för hållbar utveckling behöver ge barn möjligheter att känna samhörighet med naturen.…”

Section: Drama Och Lek Som Ett Sätt Att Utveckla Samhörighet Med Naturenunclassified

Barns perspektiv och delaktighet i undervisning för hållbar utveckling

Bossér

2022

ATENA

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Lärande för hållbar utveckling är ett viktigt mål i förskola och förskoleklass. Enligt FNs globala hållbarhetsmål ska utbildning ge alla barn och unga kunskaper och förmågor som gör dem rustade att bidra till en hållbar utveckling i ett globalt perspektiv. Därför intresserar sig många forskare idag för hållbarhetsfrågor inom ramen för yngre barns utbildning. Bland annat undersöker forskare hur undervisning för hållbar utveckling kan ge utrymme för barns perspektiv, delaktighet och aktörskap. I den här artikeln presenteras resultat från aktuell svensk forskning som rör undervisning för hållbar utveckling. Syftet är att inspirera förskollärare och lärare som vill utveckla undervisningen inom det här området.

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‘Becoming-with bees’: generating affect and response-abilities with the dying bees in early childhood education

Abstract: View related articles View Crossmark data Citing articles: 1 View citing articles 'Becoming-with bees': generating affect and response-abilities with the dying bees in early childhood education

Cited by 19 publications

References 24 publications

Feeling for the Anthropocene: Placestories of living justice

Feeling for the Anthropocene: Placestories of living justice

Viable geographies

Barns perspektiv och delaktighet i undervisning för hållbar utveckling

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