Death and Dying in the Curriculum of Public Schools: Is there a place?

King-McKenzie, Ethel

doi:10.7885/1946-651x.1061

Cited by 15 publications

(13 citation statements)

References 7 publications

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“…Not only can conversations about EOL begin at home after watching Disney and Pixar films, but as King-McKenzie (2011) points out in her argument to bring the conversation of death and dying into public school curriculum, “Death is not a myth but a reality of life and living; something we cannot and will not escape” (p. 511). Further, these films may provide children with relatable expectations for the grief associated with loss and a deeper understanding of dying (Coleman et al., 2014).…”

Section: Discussionmentioning

confidence: 99%

“…In doing so, we argue children and adults who watch Disney and Pixar films can engage in productive, meaningful conversations about EOL. The ability to integrate conversations about EOL into conversations with young children, to young adults, has the ability to develop comfort and ease instead of “shock and awe” (King-McKenzie, 2011, p. 512). To begin, relevant literature will be discussed, followed by methods, results, and discussion.…”

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confidence: 99%

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End-of-Life in Disney and Pixar Films: An opportunity for Engaging in Difficult Conversation

Tenzek

Nickels

2017

Omega (Westport)

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This study expanded upon previous scholarship by examining end-of-life (EOL) depictions and messages of death within Disney and Pixar animated films. We argue Disney and Pixar depictions of EOL and death can provide critical opportunities for discussing death and dying processes with children and adults alike. A content analysis of 57 movies resulted in a total of 71 character deaths. These instances of death became the discourse used for analysis. The EOL discourse was coded based on five categories (character status, depiction of death, death status, emotional reaction, and causality). After quantitative analysis, the films were qualitatively analyzed. Four themes emerged from analysis, unrealistic moments, managing EOL, intentions to kill, and transformation and spiritual connection. Discussion of results, limitations, and directions for future research are included.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

End-of-Life in Disney and Pixar Films: An opportunity for Engaging in Difficult Conversation

Tenzek

Nickels

2017

Omega (Westport)

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“…While formal instruction specifically about death and dying is uncommon in some countries (King-McKenzie, 2011), teachers may require students to read about the deaths commemorated (Kucan et al, 2017; Lovorn, 2012). When done well, such instruction increases engagement.…”

Section: Preparation For a Visitmentioning

confidence: 99%

Young tourists’ experiences at dark tourism sites: Towards a conceptual framework

2020

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While dark tourism aimed at adults reminds them of past tragic fights, faults and follies, thousands of children and youth also consume inherent memorial messages at dark tourism sites. This paper addresses these unnoticed childhood encounters, about which scholarly discourse remains conspicuously silent. At present, dark tourism research focuses almost exclusively on adults and does not adequately explain young tourists’ experiences. How children experience dark tourism sites has much to do with their understanding of death. Because younger children may not possess an adult-like knowledge of death, they are unable to experience a site as dark. Other theoretical disparities include children’s limited agency in choosing their destinations and their unique and often playful exploration of dark places. To address the inadequacy of current dark tourism conceptualisations, we propose a new framework to encourage scholarly interrogation of children’s experiences at dark tourism sites. Drawing from multiple sources including archival studies and original research with youth, we offer a rationale for considering four major, intersecting influences on a young tourist’s experience: understanding of death, visit preparation (at home or in school), site and interpretation features and dynamics of the specific visit (e.g. group membership, norms and itinerary). Ultimately, this paper uncovers potential research avenues to bring children’s perspectives and experiences to the core of dark tourism research.

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“…Un aiuto concreto, ad esempio, è quello offerto dall'Associazione internazionale Rainbows cui missione è quella di fornire gratuitamente supporto a tutti i giovani che fanno fronte 'alla perdida di una persona, alla morte, al divorzio / separazione, alla deportazione, all'incarcerazione o ad altri traumi' (www.rainbows.org) e che mette a disposizione esperti che collaborano con le scuole può offrire un supporto ai bambini. L'idea di inserire nel curriculum l'Educazione alla morte si pone come elemento fondamentale per la crescita e lo sviluppo del bambino (King-McKenzie, 2011). Diverse sono le materie presenti nel ciclo primario che possono fornire un nesso al tema; tra gli esempi annotiamo la biologia, in particular modo in merito al funzionamento dell'organismo e gli argomenti ad esso attinenti (malattie, crescita, invecchiamento); le scienze sociali e le lingue per quanto riguarda la conoscenza delle tradizioni dei diversi paesi, basti pensare al día de los muertos, festa celebrata in Messico il due di novembre per onorare i morti.…”

Section: La Tragedia Nel Curriculum Elementareunclassified

La tragedia greca per bambini

Regagliolo

2020

Forum Filologiczne Ateneum

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Children at eight / nine years old do not have yet a complete and clear idea of the death; nevertheless, one way to approach them to reflect on this sensitive issue can be through literature, in particular with the Greek tragedy. Introducing the Greek tragedy already in primary school inevitably brings the child closer to the theme of the education of death and loss as well as addresses the issue of suffering. However, it is necessary to identify within the classical repertoire of Sophocles, Euripides and Aeschylus some positive characters who can guide children in understanding some adapted tragic moments. Institutions, teachers and associations are essential in accompanying children on this journey to discover death and mourning through the school curriculum and other alternative activities. Some teaching possibilities fall within multisensory, experiential and playful education. Here a proposal is presented by analyzing some elements of the Antigone tragedy to be put into practice in primary school.

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Death and Dying in the Curriculum of Public Schools: Is there a place?

Cited by 15 publications

References 7 publications

End-of-Life in Disney and Pixar Films: An opportunity for Engaging in Difficult Conversation

End-of-Life in Disney and Pixar Films: An opportunity for Engaging in Difficult Conversation

Young tourists’ experiences at dark tourism sites: Towards a conceptual framework

La tragedia greca per bambini

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