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Articles 1 - 30 of 274
Full-Text Articles in Education
Learning With Treescapes In Environmentally Endangered Times
Learning With Treescapes In Environmentally Endangered Times
Occasional Paper Series
No abstract provided.
Planting Trees In Drought Fields: A Story Of Tree Planting With Children In An Elementary School In Pakistan, Nadia Anjum
Planting Trees In Drought Fields: A Story Of Tree Planting With Children In An Elementary School In Pakistan, Nadia Anjum
Occasional Paper Series
This story is about my experiences of getting children involved in tree planting activities in a school setting. This tree planting activity was carried out in a primary school. This is a Government Girls Elementary School situated in a village Mohra Mari, Tehsil Gujar Khan, District Rawalpindi. This school is a part of the Union Council Kauntrilla in Punjab Province in Pakistan. Tree planting activities in the school were organized by the school staff, students along with their parents who also participated as part of tree plantation campaign. Considering the important role that trees can play in protecting societies and …
Looking Down, Up, Forwards And Backwards: Telling The Story Of The Menominee Sustainable Forest, Kate Van Haren
Looking Down, Up, Forwards And Backwards: Telling The Story Of The Menominee Sustainable Forest, Kate Van Haren
Occasional Paper Series
The common narratives of history focus often focus on settlement and colonization. These stories often focus on the destruction of natural resources and the historic trauma of Indigenous who used and preserved them for thousands of years. The story of the Menominee, a Native nation, in southeast Wisconsin, offers a counternarrative of success. Using primary sources and the scholarship of Wisconsin-based activists, historians, and educators, this article explores the civic actions Menominee needed to protect their sustainable forest and how these lessons can be used to teach environmental stewardship in elementary classrooms.
Arboreal Methodologies: Getting Lost To Explore The Potential Of The Non-Innocence Of Nature, Jayne Osgood, Suzanne Axelsson, Tamsin Cavaliero, Máire Hanniffy, Susan Mcdonnell
Arboreal Methodologies: Getting Lost To Explore The Potential Of The Non-Innocence Of Nature, Jayne Osgood, Suzanne Axelsson, Tamsin Cavaliero, Máire Hanniffy, Susan Mcdonnell
Occasional Paper Series
This paper recounts a workshop that took place in a polytunnel in a forest school in Sligo, North-West Ireland on a cold day in early-December. The event sought to materialize ‘arboreal methodologies’ (Osgood, 2019; Osgood & Odegard, 2022; Osgood & Axelsson, 2023) which are characterized by the enactment of feminist new materialist praxis to engage in world-making practices (Haraway, 2008) intended to unsettle recognizable tropes of biophilia that have come to frame both child and nature in narrow ways. The arboreal methodologies that participants were invited to mobilise were situated, material, affective, and involved metaphorical and material practices of ‘getting …
Trees In Our City How A Tree And A Small Patch Of Dirt Inspired A Classroom, Zuleika Hines
Trees In Our City How A Tree And A Small Patch Of Dirt Inspired A Classroom, Zuleika Hines
Occasional Paper Series
As a new Director in a new school, I knew that I wanted the children to have a curiosity for nature. But to lead the children to a place of discovery, they would need the opportunity to observe, play, and engage in elements of nature that would support hands-on activities both in the classroom and outside. When the opportunity came for me to build my own early childhood program, I knew that I had a unique opportunity to incorporate elements of nature in the design of the classroom. But I wanted nature to be local and the trees of our …
The Refugee Trees: Treescapes As Intercultural Bridges, Kostas Magos, Irida Tsevreni
The Refugee Trees: Treescapes As Intercultural Bridges, Kostas Magos, Irida Tsevreni
Occasional Paper Series
Forests, groves, parks as well as any area with fewer or more trees can be a suitable field for students' environmental awareness. Even a single tree as a subject of thoughtful observation can give children opportunities for discussion around many issues such as those of environmental protection, endangered species, human's relationship with nature and many more. Ιn addition to environmental awareness, trees can also contribute to the intercultural awareness of students. In all cultures without exception, trees and plants have a particularly important place and there are many myths, stories and traditions associated with them. Also, the great variety of …
Treescapes, Alexandra Délano Alonso, Marco Saavedra
Treescapes, Alexandra Délano Alonso, Marco Saavedra
Occasional Paper Series
We’ve each been looking to the trees for a long time. One of us painting, the other writing, with, by the trees. In the middle of the city and its noise, finding the branches. Standing, inquiring, returning. Why the trees, how we belong to each other, is a question worth asking again and again. These paintings and poems are part of an ongoing conversation, of many layers, of many trees, of what we lose and find under their canopies, in blooms, in dirt & seasons. What walking among the trees has taught us is that every art is an invitation …
In The Park: A Treescapes Discussion With Rex, Melanie L. Riley
In The Park: A Treescapes Discussion With Rex, Melanie L. Riley
Occasional Paper Series
In this video, composed of still images and video footage, two-year-old Rex leads his mother on a playful exploration through a leafy area of Alexandra Park, located in the Stockport borough of Greater Manchester in England. The park has a wide range of amenities including a reservoir, wooded area, skate park, and play park, and offers a safe and calm but exciting space for visitors. Rex enjoys being among the trees. He imagines owls in the treetops and stops to admire the tree's bark, describing it as bumpy. Rex enjoys splashing in puddles, playing peekaboo behind a tree, and running …
Painting Our Treescapes: A Visual, Gretel Olson, Ingrid Olson, Stephanie Schuurman-Olson
Painting Our Treescapes: A Visual, Gretel Olson, Ingrid Olson, Stephanie Schuurman-Olson
Occasional Paper Series
Two children (ages 6 and 9) represent an afternoon spent in their urban, wintery treescape through visual art, photo documentation, and written narrative. The first piece, "My Imaginary Forest", considers the seasons, animals, and issues of artistic representation of nature. The second piece describes the relationship between a favourite tree and a child, and considers others -- both present and future -- who also occupy "Our Knotty Tree". All of the words, visual art, and photo selection are those of the children.
Trees And Us: Learning About/From Trees And Treescapes From Primary School Children In The United Kingdom, Samyia Ambreen, Khawla Badwan, Kate Pahl
Trees And Us: Learning About/From Trees And Treescapes From Primary School Children In The United Kingdom, Samyia Ambreen, Khawla Badwan, Kate Pahl
Occasional Paper Series
In recent years, there is a growing interest for attending to children’s voice in environmental research. The theoretical developments in knowledge about children view them as social agents who can make sense of their own experiences in relation to the environment surrounded them. In this report, we add reflections from an ongoing project “voices of the future” which aims to reimagine future of treescapes in the UK. Using examples from two primary schools in the northwest of England, we discuss children’s knowledge about trees and how children talk about their lived experiences with trees. Centring on our field work experiences, …
Schools Are Where Trees And Children’S Livelihoods Go To Die: A Teacher’S Reflection On Revitalizing Land-Based Education, Tiffani Marie
Schools Are Where Trees And Children’S Livelihoods Go To Die: A Teacher’S Reflection On Revitalizing Land-Based Education, Tiffani Marie
Occasional Paper Series
Plainly said: schools are where trees and children’s livelihoods go to die; both cut down, gutted and their desecrated remains used for the maintenance and reproduction of the establishment. Through its critique of schooling—its ties to individualism, harmful social reproduction, colonial foundations, and centering of white supremacist ideologies, this paper makes the case for land-based education as a conduit toward healing, innovation and connection. It draws links between the irreconcilable nature of youth wellness and schooling, while centering pedagogical reverence for the natural world, particularly connection with tree spaces, as part of a critical educational trajectory toward symbiotic relationship with …
Traces Of Worms, Zoey Ashcroft
Traces Of Worms, Zoey Ashcroft
Occasional Paper Series
The setting was a day spent planting trees outside the school grounds. As Zoey and her classmates planted the trees, they also recorded the activity in their notebooks. The children noticed the worms that were wriggling in the ground. Zoey recorded an activity in which leaves and then worms were lifted from the earth, and the worms then explored the page where they were put. Afterward, the worms were lifted off the page and put back on the ground. The traces of the worms were left on the page.
Introduction: Learning With Treescapes In Environmentally Endangered Times, Samyia Ambreen, Kate Pahl
Introduction: Learning With Treescapes In Environmentally Endangered Times, Samyia Ambreen, Kate Pahl
Occasional Paper Series
As we write this in a cool and rainy north of England, the planet is burning. Some of the highest temperatures in Earth’s history are currently being recorded in Death Valley, US. Italy is recording temperatures of 118 degrees farenheit (48 degrees Celsius). Rhodes is on fire. I (Kate) remember when I realized the extent of the disaster that is the climate emergency coming upon us. It was listening to a geologist describing the slow and then very fast loss of a glacier in the High Arctic. We are realizing our world is slipping away from us.
Indigenous Pedagogies: Land, Water, And Kinship
Indigenous Pedagogies: Land, Water, And Kinship
Occasional Paper Series
No abstract provided.
Through My Body And In My Heart: A Primer, Bryan Mckinley Jones Brayboy
Through My Body And In My Heart: A Primer, Bryan Mckinley Jones Brayboy
Occasional Paper Series
How do we think about Indigenous Knowledge Systems (IKS)? I want to offer here my own thinking about what IKS are. There will certainly be debate about this. These are my views only; they serve as an invitation to others to share their own ways of outlining these crucial ideas. IKS are—for me—fundamentally about the intersections between philosophical ideas and the daily realities of tribal nations, communities, and other entities that comprise the peoples who belong to them, and their lands and waters. Before I discuss this further, let me be clear about what I am NOT engaging here. These …
Go With The Flow: Indigenous Science In The Language Classroom, Stephany Runninghawk Johnson, Sequoia L. Dance
Go With The Flow: Indigenous Science In The Language Classroom, Stephany Runninghawk Johnson, Sequoia L. Dance
Occasional Paper Series
In 2017 a team from the College of Education at Washington State University received a grant from the National Science Foundation to work on a project called Culturally Responsive Indigenous Science (CRIS). In this essay we explore a small piece of the CRIS project with our Coeur d’Alene partners and the lessons we learned from it. These lessons include building and using a culturally responsive lesson plan template and the challenges associated with doing so, learning together and teaching each other how science belongs within a language classroom, and examining beautiful examples of an Indigenous teacher using traditional educational methods …
“It Feels Fake”: Decolonizing Curriculum And Pedagogy In Predominantly White Institutions, Hollie A. Kulago, Paul Guernsey, Wayne Wapeemukwa
“It Feels Fake”: Decolonizing Curriculum And Pedagogy In Predominantly White Institutions, Hollie A. Kulago, Paul Guernsey, Wayne Wapeemukwa
Occasional Paper Series
This article describes the processes, tensions, questions, conflicts, and celebrations the three authors experienced while creating and implementing decolonizing and/or Indigenous curriculum and pedagogy for predominantly white university classrooms. The theoretical framework engages Indigenous epistemologies and decolonizing pedagogy to disrupt Western schooling rooted in the ways Indigenous scholars see knowledge as fundamentally relational and community as the primary setting for Indigenous and decolonizing education. Western schooling continues to support the dispossession of Indigenous peoples from their/our lands with a “civilizing agenda” that promotes individualization. We seek to re-connect relationships with the land and Indigenous community in our various disciplines. The …
The Significance Of Land Acknowledgements As A Commentary On Indigenous Pedagogies, Linda Tuhiwai Smith
The Significance Of Land Acknowledgements As A Commentary On Indigenous Pedagogies, Linda Tuhiwai Smith
Occasional Paper Series
In my decades of navigating both the academic institutional world and the world of Indigenous Peoples, the emergence of land acknowledgements in academic institutions and in public and government contexts is a fascinating story of how one small element of Indigenous pedagogies has come to be expressed in institutions that have historically reviled Indigenous Peoples. Land acknowledgements are often made as statements at important events within institutions. The land acknowledgement can be a “Welcome to Country” greeting by an elder, often given in Australia, or a formalized statement that is read out by a non-Indigenous official at an occasion such …
Building Relationships With Our Island Home: Three Stories From Kindergarten In HawaiʻI, Donna Reid-Hayes
Building Relationships With Our Island Home: Three Stories From Kindergarten In HawaiʻI, Donna Reid-Hayes
Occasional Paper Series
As early childhood educators, we seek to create authentic and meaningful experiences for the children we learn alongside. We must remember that at its core, “education, in its highest form, liberates human potential through transformational teaching and learning experiences” (Meyer, Maeshiro, & Sumida, 2018, p. 17). As a Native Hawaiian early childhood educator in Hawaiʻi, I feel compelled to nurture the children’s emerging sense of place and self to empower them with a strong sense of connection and identity. Although not all the children in my care are Native Hawaiian by blood, they are being raised within a place and …
A Pedagogy Of Water: Rio Grande/Rio Bravo As Ancestral Waters, Marissa Aki’Nene Munoz
A Pedagogy Of Water: Rio Grande/Rio Bravo As Ancestral Waters, Marissa Aki’Nene Munoz
Occasional Paper Series
The purpose of this research project is to facilitate intergenerational teaching and learning of Indigenous knowledge by the frontera communities of the Rio Grande/Rio Bravo. Our river is our main source of clean water, and is also a militarized, international border between the US and Mexico. I used the stories and teachings of local Indigenous elders to create a Pedagogy of Water that focuses on the Rio Grande/Rio Bravo as part of the sacred, ancestral landscape of south Texas. This project strengthens the community by connecting multiple generations to the land and river where we live, and demonstrates the perseverance …
Hands Back, Hands Forward: Expanding The Circle Of Indigenous Storyworkers, Jo-Ann Archibald
Hands Back, Hands Forward: Expanding The Circle Of Indigenous Storyworkers, Jo-Ann Archibald
Occasional Paper Series
An Indigenous teaching that has guided my life, both professionally and personally, comes from Tsimilano, Elder Dr. Vincent Stogan of xʷməθkʷəy̓əm (Musqueam). 2 He was a leader, teacher, and mentor to many. At the beginning of our gatherings, we often formed a circle. Tsimilano had us hold our left hand out with the palm facing upward to signal the respectful action of reaching back to receive the teachings—knowledge and values—from the ancestors and those who have traveled on our pathway before us. It is our responsibility to think of ways to put these teachings into our everyday actions. He then …
Indigenous Water Pedagogies: Cultivating Relations Through The Reading Of Water, Forrest Bruce, Megan Bang, Anna Lees, Nikki Mcdaid, Felicia Peters, Jeanette Bushnell
Indigenous Water Pedagogies: Cultivating Relations Through The Reading Of Water, Forrest Bruce, Megan Bang, Anna Lees, Nikki Mcdaid, Felicia Peters, Jeanette Bushnell
Occasional Paper Series
In this paper we put forth a model of Indigenous pedagogies that cultivate more ethical relations and complex thinking about water. The first dimension of Indigenous water pedagogies is relations with water which involves ethical decision-making involving water and other more-than-human beings that are in relation to water. The second dimension is reading water which involves learning to make sense of complex phenomena to build theories and explanations about water is it exists in the environment. Together, these two dimensions support complex thinking and decision-making about water in a way that is guided with reciprocal relations with water. We discuss …
Indigenous Pedagogies: Land, Water, And Kinship, Anna Lees, Megan Bang
Indigenous Pedagogies: Land, Water, And Kinship, Anna Lees, Megan Bang
Occasional Paper Series
Indigenous communities, across lands and waters, engage in and build complex knowledge systems emergent from particular values and ways of perceiving and being in the world (Cajete, 1994; Deloria & Wildcat, 2001). Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. Meaning: for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to our knowledge systems. In Issue #49 of the Bank Street Occasional Papers, Indigenous Pedagogies: Land, Water and Kinship, we bring together Indigenous educators and researchers to demonstrate how Indigenous …
Learning Within Socio-Political Landscapes: (Re)Imagining Children’S Geographies, Kathryn Lanouette, Katie Headrick Taylor
Learning Within Socio-Political Landscapes: (Re)Imagining Children’S Geographies, Kathryn Lanouette, Katie Headrick Taylor
Occasional Paper Series
No abstract provided.
Stories From Islita Libre: Digital Spatial Storytelling As An Expression Of Transnational And Immigrant Identities, Jennifer Kahn, Daryl Axelrod, Matthew Deroo, Svetlana Radojcic
Stories From Islita Libre: Digital Spatial Storytelling As An Expression Of Transnational And Immigrant Identities, Jennifer Kahn, Daryl Axelrod, Matthew Deroo, Svetlana Radojcic
Occasional Paper Series
In this essay, we examine the relationship between students’ spatial literacies of their neighborhoods and communities and their transnational identities, the latter which have complex, broad spatial and temporal dimensions. Over four months, we, a team of university researchers, led a series of instructional activities with a class of racially, ethnically, and linguistically diverse first- and second-generation immigrant students in an 11th grade introduction to research course. Here, we document the ways in which students learned about various data sources for inquiry to create digital, layered map-based stories about the factors that shape their (and others’) immigrant experiences in their …
Learning To See More Clearly: Extending Lucy Sprague Mitchell’S Vision For Geography Teaching, Abigail Kerlin, Ellen Mccrum
Learning To See More Clearly: Extending Lucy Sprague Mitchell’S Vision For Geography Teaching, Abigail Kerlin, Ellen Mccrum
Occasional Paper Series
In 1934, Lucy Sprague Mitchell called for teachers and students to make maps in order to better understand the world around them. Her inquiry method is still critical to developing geographic thinking in students and can be extended further. Map making can not only clarify relationships in our environments, it can also be used to develop students’ abilities in perspective taking. Making maps, sharing and juxtaposing of maps can support students in understanding that others experience the world differently. Maps can tell stories of our experiences in space that can expand our understanding of one another. This understanding of a …
How Urban Forest School Gave Us The Connections We Needed During The Pandemic, Margaret Nell Becker
How Urban Forest School Gave Us The Connections We Needed During The Pandemic, Margaret Nell Becker
Occasional Paper Series
In the wake of the pandemic, teachers were asked to change their curriculums to meet the health, safety, and social-emotional needs of our students. Urban Forest School provided a way for my students to learn safely outside, while also helping to reconnect with a world that they had been isolated from for an entire year. This paper will detail how, through unstructured play outside, my students created meaningful landmarks that provided sites for multi-faceted learning and connection during the pandemic.
Learning Within Socio-Political Landscapes: (Re)Imagining Children’S Geographies, Kathryn Lanouette, Katie Headrick Taylor
Learning Within Socio-Political Landscapes: (Re)Imagining Children’S Geographies, Kathryn Lanouette, Katie Headrick Taylor
Occasional Paper Series
In this special issue, we bring together educators and researchers to (re)imagine what it means to teach and learn within the immediacy of the here and now, an orientation crucial to confronting contemporary threats to children’s lives, democracy, and the planet. We seek to extend and broaden Mitchell’s original conceptualization by centering the past and future alongside the immediacies of the now, elevating Black, Indigenous, and People of Color (BIPOC) perspectives in children’s geographies and exploring potentialities of mapping in analog as well as emerging digital forms. We also aim to carry forward her commitments to listening to children with …
More Than Civil Engineering And Civic Reasoning: World-Building In Middle School Stem, Alejandra Frausto Aceves, Daniel Morales-Doyle
More Than Civil Engineering And Civic Reasoning: World-Building In Middle School Stem, Alejandra Frausto Aceves, Daniel Morales-Doyle
Occasional Paper Series
This narrative essay describes a project in an urban sixth grade science class that began as an effort to link civic engagement with disciplinary learning in chemistry. The ways in which students took up this project prompted the authors to see urban infrastructures as engineered sites of learning with world-making possibilities. By interrogating the ways in which science and engineering practices are imbued with values and happen in places, teachers can engage young learners in critical examinations of their built worlds. The authors argue that there is an opportunity in K-8 engineering education to avoid reproducing some of the pathologies …
Is There A Lesson From Comparing The Covid-19 Pandemic To The Experience Of Disability? A Response To Carol Rogers-Shaw’S “Disabled Lives & Pandemic Lives: Stories Of Human Precarity”, Tonette Rocco, Debaro Huyler
Is There A Lesson From Comparing The Covid-19 Pandemic To The Experience Of Disability? A Response To Carol Rogers-Shaw’S “Disabled Lives & Pandemic Lives: Stories Of Human Precarity”, Tonette Rocco, Debaro Huyler
Occasional Paper Series
In “Disabled Lives & Pandemic Lives: Stories of Human Precarity,” Carol Rogers-Shaw narrates several stories that convey the anguish, trauma, loss, and horror experienced by many during the pandemic. Through storytelling, she demonstrates that “the pandemic experiences we shared might provide a foundation to build … parallels between living with a disability and living in a pandemic.” Even so, Rogers-Shaw cautions us not to get distracted by pandemic-related issues or inspirational stories. Instead, she correctly points out that COVID-19 pandemic experiences mirror the unpleasant aspects of daily life for people with disabilities.