Curriculum in Abundance

Jardine, David W.; Clifford, Patricia; Friesen, Sharon

doi:10.4324/9780203826133

Cited by 12 publications

(17 citation statements)

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“…We learn so much by connecting with the land itself, wondering about it, and witnessing changes in nature over the year. Jardine (2006) emphasises the importance of this work: ‘Knowing something in an integrated way requires the time to return; perhaps again and again and again, now from this direction, now that. An ecologically considerate response requires time for consideration’ (p. 175).…”

Section: Acts Of Disruption In Actionmentioning

confidence: 99%

Nature Education for Sustainable Todays and Tomorrows (NEST): Hatching a New Culture in Schooling

Piersol

Russell²,

Groves³

2018

Aust. J. environ. educ.

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Within the North American public education system, institutionalised structures of schooling often prevent teachers from aligning their values with their practice when it comes to environmental education (Bowers, 1997; Weston, 2004). In response to this, this article will outline our lived experiences, as teachers and researcher, in disrupting the traditional school system as we work toward building a new culture in schooling through nature-based education. Acts of disruption that we will speak to include: going outside for learning on a regular basis, teaching for empowerment, involving families in the education, attempts to play with structural confines of schooling, and finding ways to stay empowered ourselves. Through this work, we have found that there is a rippling effect to the disruption that requires courage, grit, and resilience such that we do not slide back into conventional approaches. We have also become empowered in our practices through implementing these changes, watching our students become active stewards within their communities and beyond. We are learning deeply about the work of structural change within a public school district and offer words here as inspiration and support for others wishing to make changes within their own context.

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Section: Acts Of Disruption In Actionmentioning

confidence: 99%

Nature Education for Sustainable Todays and Tomorrows (NEST): Hatching a New Culture in Schooling

Piersol

Russell²,

Groves³

2018

Aust. J. environ. educ.

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“…This encompasses careful attention to students' gestures, body language, and their state of being, which includes both their physical and mental health. Jardine, Friesen, and Clifford (2006) also add that teachers need to draw closer to the students and direct them as they share their individual and combined experiences in the "lifeworld. "…”

Section: Voice In the Presentmentioning

confidence: 99%

My Sister’s Voice: Guiding My Hope as a Teacher and Teacher Educator for Teaching and Learning

Stoddart-Morrison

2018

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Schools are relational places where the meeting of characters, stories, experiences, and understandings move about each other daily. In the busyness of school life, time is usually not taken to listen to, observe, and share the stories and experiences of others; to shift from a condition of moving about to a place where we are walking alongside. The narratives provided here are reflections on my experiences of my time in school as student, teacher, and administrator. I write these to honor my sister’s voice and the many voices that fueled my hope as a teacher and teacher educator for teaching and learning.

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“…Futurists are not the only ones, however, concerned with the strangle hold language, text and cognition have over us. Experiential educators such as David Orr [27] and David Jardine [28] have long pushed for holistic forms of pedagogy to extend learning. Coming at the problem from the other side of the coin, the intuitive, Oliver Markley [29] has argued that intuitional approaches to foresight enable participants to shift from linearrational to holistic-intuitional responses.…”

Section: The Intimate and The Sensorymentioning

confidence: 99%

Intimate futures: bringing the body into futures work

Bussey

2014

Eur J Futures Res

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It is argued in this paper that the intimate nature of language, as well as the intimacy of the senses, form important elements in the theory and practice of futures. Such elements tend to be sidelined as futurists pragmatically privilege the use of tools and techniques over the less tangible assets of relating, sensing and intuiting. Of interest in this paper is the power of intimacy to overcome the sense of separation that lies at the heart of the existential dissonance that characterises the modern 'condition'. This is a decidedly phenomenological or even postphenomenological position. It is argued, and then explored through two examples, that intimacy and the sensory experience of the world provide a platform for imagining, thinking and doing futures work in a more integrative and empowering way.Keywords Post-phenomenology . Intimate futures . Language . Cross-cultural communication . IdentityThe future is in us all, both genetically and mimetically. Therefore we are, usually without knowing it, future makers. In spite of this connection, the future is an elusive and intangible domain from which, paradoxically, we derive both anxiety and hope. These points act as anticipatory motifs within the cultural programming that shapes intelligibility and keeps us focused on the immediate pressures of our lives [1]. This paper seeks to contribute to the conversation on the cultural patterning that shapes how we understand and experience the world. It does so not by seeking to engage with the central themes in futures studies and the global problematique, such as technological transcendence [2], descent pathways beyond post-industrial twilight [3], strategic positioning regarding climate change, global poverty, mass media and the array of violences associated with globalisation; rather it presents a case for engagement with an intimate space from which a 'futures consciousness' is always in the process of emergence.Certainly consciousness is expressed intellectually, so what we think about the future does count. However, the 'mind' is not simply 'in the head'; it is also in the body and both body and mind and the consciousness associated with them are deeply encultured/conditioned by the physical experiences and practices of each individual's life. Monique Scheer, for instance, recently argued that the "body … cannot be timeless; it contains history at multiple levels" [4, p. 201]. And just as it contains a past it also contains a future. Both past and future are intimately bound up in the bodily practices of the individual in a community of coevolving pasts and futures. In this I am inclined towards what Phillip Payne calls a post-phenomenological understanding of lived relational and embodied experience [5]. From a futures perspective such an understanding evokes a sense of intimacy with the future that is deeply relational, embodied and woven together as sets of practices that lead from coagulations of past experiences/memories into coagulations of future images/ anticipations.So in this paper I make the ca...

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Curriculum in Abundance

Cited by 12 publications

References 0 publications

Nature Education for Sustainable Todays and Tomorrows (NEST): Hatching a New Culture in Schooling

Nature Education for Sustainable Todays and Tomorrows (NEST): Hatching a New Culture in Schooling

My Sister’s Voice: Guiding My Hope as a Teacher and Teacher Educator for Teaching and Learning

Intimate futures: bringing the body into futures work

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