Frictions in Forest Pedagogies: Common Worlds in Settler Colonial Spaces

Pacini‐Ketchabaw, Veronica

doi:10.2304/gsch.2013.3.4.355

Cited by 42 publications

(27 citation statements)

References 15 publications

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“…These questions might appear in a dream or when we try to remember what was the dream about, in the laughter of children, or in the cry of gulls. We will be informed about these questions/connections and their importance by the messy entanglements (Pacini-Ketchabaw, 2013) or disrupted collaborations of the world.…”

Section: Customizing Curious Practice and Unplanning Research Theoretmentioning

confidence: 99%

Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Vladimirova¹,

Rautio²

2020

Springer International Handbooks of Education

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This chapter explores the notion of curious practice and the methodology of its application in the context of primary school education in Finland. The concept of curious practice encourages usresearchers and educatorsto ask "How does curious practice help us to address children's relations to forests beyond the child (in) nature dualism?" Curious practice challenges the existing environmental education methodologies employed in recent years that draw heavily on research planning, the child's representation of nature, and the results of a completed study. Despret's (Domesticating practices: The case of Arabian Babblers. In G. Marvin and S. McHugh (Eds.), Routledge handbook of human-animal studies (pp. 23-38). New York: Routledge, 2014) approach of curious practice encourages researchers to unplan and make themselves available to the yet unknown, for every single encounter with the other is a mixture of unpredictability, the researcher's attentiveness, and imagination. The rationale behind curious practice is in learning more about what is seen and heard via questioning the encounters that accept various absences of a preconceived framework of research. As a necessary complement to such a methodology, the chapter also presents a semiotic approach, employed by Eduardo Kohn (How forests think: Toward an anthropology beyond the human. Berkeley: University of California Press, 2013), to inform the method of studying the logic of the world beyond human symbolism. The data used reveal an interdependency of children and forests that will be referred to as childrenforest in that it continuously generates a network of signs which adults and children themselves often are unable to access or represent. These present absences found in curious practice are crucial for our understanding of what we have overlooked while claiming that the other is known. With that, however, childrenforest cannot be fully grasped. Andrew Pickering's (Natures Sciences Sociétés, 1(21), 77-83, 2013) notion of islands of stability is utilized to elaborate the ways that childrenforests signal the presence of the seemingly stable configurations of their dynamic becoming. The chapter concludes with a short discussion of the potential areas of curious practice application beyond the ethological and childhood research.

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Section: Customizing Curious Practice and Unplanning Research Theoretmentioning

confidence: 99%

Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Vladimirova¹,

Rautio²

2020

Springer International Handbooks of Education

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“…In Western systems of early childhood education, there continues to be an ontological and epistemological problem of separating culture (as language) from nature (as world). A large and developing body of work in early childhood research has grappled with new materialist concepts, such as intra-action and entanglement (Barad, 2007), and has sought to apply these concepts in settler colonial contexts (Lenz Taguchi, 2010;Pacini-Ketchabaw, 2013;Pacini-Ketchabaw, di Tomasso, & Nxumalo, 2014;Somerville, 2018;Taylor & Giugni, 2012). Theorizing within these framings challenges the powerful nature-culture binaries that are familiar to Western humanist philosophies, which separate humans from the rest of the planet.…”

Section: Literaturementioning

confidence: 99%

Being-Country in Urban Places: Naming the World Through Australian Aboriginal Pedagogies

Somerville¹,

Powell²,

Trist³

2019

J Child. Stud.

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This paper explores the pedagogies of a Murrawarri/Dharug co-researcher enacted during three activities: becoming animal; welcome dance; and message sticks. We think-with Trist and consider the possibilities of being-Country in urban places. The research draws on data collected as part of Naming the World, an international project informed by posthuman and new materialist theorizing and Indigenous understandings of humans as fully intertwined with the world. We grapple with the intersection of posthuman and new materialist perspectives alongside Indigenous onto-epistemologies in early childhood education settings.

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“…Nature is also often contrasted to the urban, which is considered to be a socially more complex and tensioned space. This nature/ culture divide has, however, been challenged with arguments that nature is not just self-evidently real and cannot be located outside human experience (Duhn et al, 2017;Massey, 2005;Pacini-Ketchabaw, 2013;Pacini-Ketchabaw and Nxumalo, 2016;Taylor, 2011Taylor, , 2013Zink and Burrows, 2008). In this article, we take a starting point in this critical theorization of the nature/culture divide by looking at the phenomenon of mobile preschool, which refers to a preschool on a bus that brings children to different places on a daily basis.…”

Section: Introductionmentioning

confidence: 99%

Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools

Harju¹,

Balldin

Ladru

et al. 2020

Global Studies of Childhood

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In the Nordic countries, there is a culturally rooted understanding of nature as a ‘good’ place for children. The aim of the article is to deconstruct this understanding by exploring how different mobile preschools – buses that bring children to different places on a daily basis – relate to nature spaces and children’s learning and well-being in them. Based on critical theorization of place and the nature/culture divide, we argue that, while there exists an idealization of nature within the mobile preschool tradition, the ways that nature is viewed as ‘good’ for children differ depending on the children’s ethnic background and residential area. The results show that compensatory ideas are especially vivid when it comes to migrant children who live in multi-ethnic neighbourhoods. Education in nature, aiming at freedom and agency, brought forward in the preschool curriculum in the Nordic countries, seems more reserved for children who already have the right kind of cultural background and language. The ‘other’ children, however, are more likely to receive an education aiming to compensate for something perceived as missing – that is, the ‘right’ kind of capital regarding ‘nature’.

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Frictions in Forest Pedagogies: Common Worlds in Settler Colonial Spaces

Cited by 42 publications

References 15 publications

Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Being-Country in Urban Places: Naming the World Through Australian Aboriginal Pedagogies

Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools

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