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Articles 31 - 60 of 303
Full-Text Articles in Educational Methods
Your Roots Are Showing (English), Daniel Gallardo, Martin Pech
Your Roots Are Showing (English), Daniel Gallardo, Martin Pech
Occasional Paper Series
No abstract provided.
Socrates And Me, Per Sia, Ali R. Blake
Always Been (English), Yarrow Koning, Sofía Abreu
Always Been (English), Yarrow Koning, Sofía Abreu
Occasional Paper Series
No abstract provided.
Always Been (Spanish) Siempre Hemos Sido, Yarrow Koning, Sofía Abreu
Always Been (Spanish) Siempre Hemos Sido, Yarrow Koning, Sofía Abreu
Occasional Paper Series
No abstract provided.
Ten Year Reunion, Owen Dempsey, Jet Lepper
Ten Year Reunion, Owen Dempsey, Jet Lepper
Occasional Paper Series
No abstract provided.
How's Teaching Going?, Sam Long, Quan Phan
How's Teaching Going?, Sam Long, Quan Phan
Occasional Paper Series
No abstract provided.
Introduction: The Adventures Of Trans Educators: A Comic Book Issue, Harper B. Keenan, Lee Iskander, Rachel Marie-Crane Williams
Introduction: The Adventures Of Trans Educators: A Comic Book Issue, Harper B. Keenan, Lee Iskander, Rachel Marie-Crane Williams
Occasional Paper Series
Through our work in teacher education and trans advocacy, the three of us (Harper, Lee, and Rachel) are lucky to regularly hear about the important work trans educators do every day. Whether it’s helping students to organize gender and sexuality alliances, mentoring trans youth, working with teachers’ unions to improve health care benefits for people of all genders, or simply showing up to school and being present for their students, there is no doubt that trans educators are making important and necessary contributions to learning environments across North America and beyond.
Stories From Three Native Hawaiian Alaka‘I About The Education Of Young Children, Charis-Ann F. Sole, M. Nalani Mattox-Primacio, Shin Ae Han
Stories From Three Native Hawaiian Alaka‘I About The Education Of Young Children, Charis-Ann F. Sole, M. Nalani Mattox-Primacio, Shin Ae Han
Occasional Paper Series
The stories of three alaka‘i wahine (Native Hawaiian women leaders) who are involved with cultural and linguistic early education environments that promote family and child interaction are featured here. Through interviews and interactions their stories and work are highlighted for stakeholders to glean from lessons they have learned. This work is framed through the lens of (re)imagining educational systems for Native Hawaiian children to experience education that is congruent with their heritage, their family, and their cultural ways of being. Contextualizing the experiences and wisdom of these island leaders’ voices, this weaving of stories highlights the significance of native ideas …
Be A Tree: Reconceptualizing Early Education Through The Roots And Fruits Methodology Of Teaching And Learning, Virginia Dearani
Be A Tree: Reconceptualizing Early Education Through The Roots And Fruits Methodology Of Teaching And Learning, Virginia Dearani
Occasional Paper Series
This past Winter, my seven-year old son lived through a traumatic experience, resulting in the amputation of a significant portion of his middle finger. While reflecting on the concept of being a “Whole Child,” I was engaging in conversations with my son, exploring questions on wholeness, such as, “What is the purpose of our bodies? How will my hand work now with the loss of this finger? How will my classmates see me, and view my finger? When will my nerves re-align as I place my stubbed finger on different textures of fabric, petting our dog, holding my bike handle-bars, …
Learning Stories As Assessment For Liberation, Helen Frazier
Learning Stories As Assessment For Liberation, Helen Frazier
Occasional Paper Series
This paper illustrates the transformative power of learning stories as an alternative approach to in early childhood assessment. The author uses examples from her own classroom to demonstrate the use of formative assessment to foster attachment, pluralism and creativity.
Introduction: Reconceptualizing Quality Early Care And Education With Equity At The Center, Mark Nagasawa, Cristina Medellin-Paz
Introduction: Reconceptualizing Quality Early Care And Education With Equity At The Center, Mark Nagasawa, Cristina Medellin-Paz
Occasional Paper Series
Issue 51 of the Bank Street Occasional Papers Series is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence’s 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. They have argued that the homogenization of ECE practices is a factoryization of early childhood that undermines cultural pluralism and the field’s equity aspirations. This raises an imperative to …
Reconceptualizing Quality Early Care And Education With Equity At The Center
Reconceptualizing Quality Early Care And Education With Equity At The Center
Occasional Paper Series
No abstract provided.
Learning With Treescapes In Environmentally Endangered Times
Learning With Treescapes In Environmentally Endangered Times
Occasional Paper Series
No abstract provided.
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.
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 …
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 …
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 …
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. We were left with traces of worms.
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 …