I like to dance with the flowers!’
Exploring the possibilities for biodiverse futures in an urban forest school
Bibliographic Data
| ID | 14895570 |
|---|---|
| Authors | Hannah Hogarth (0000-0003-2993-1020, Department of Education University of Bath, Claverton Down Bath UK, corresponding author) |
| Year | 2024 |
| Publication date | 2024-08-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12901 |
| OpenAlex | W4401823158 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
This article explores the ways in which ‘forest school’, an educational approach where children engage in creative and play based activities in a ‘natural’ environment, can contribute towards Sustainable Development Goal 15 (SDG 15) by promoting sustainable use of terrestrial ecosystems and by helping address biodiversity loss. Drawing on data from an inquiry that explored childhoodnature play in an inner‐city forest school in London, England, this article discusses the ways in which nature relations emerged over weekly visits to an urban park over the course of one school year. We, the adult and young child researchers and more‐than‐human nature, enacted ‘shared play’ as part of a post‐qualitative approach that involved playing together as a form of data creation. Co‐created ‘play tales’ from the inquiry foreground encounters between children, grass, flowers, soil, trees, fruits and insects and illuminate the ways in which nature relations ignited small, yet powerful, acts to protect and restore the flora and fauna in the urban park. This article asserts that post‐anthropocentric, postdevelopmental educational approaches create opportunities for multi‐species relations to slowly emerge and flourish. These stories illuminate the ways these ethico‐political relations and onto‐epistemological transformations can prevent the continuation of terrestrial ecosystem degradation and contribute towards biodiverse futures in urban areas
Art · Biodiversity · Biology · Business · Dance · Environmental planning · Environmental resource management · Futures contract · Geography · Sociology · Visual arts · Children's Rights and Participation · Educational Environments and Student Outcomes · Environmental Science · Outdoor and Experiential Education · Ecology
Environmental Ethics
The Posthuman Child
Research Handbook on Childhoodnature
Postfoundational Approaches to Qualitative Inquiry
Research through Play
Reconfiguring the Natures of Childhood
The Joy of Sprawly Mess Unknowing
Playing with mud- becoming stuck, becoming free? … The negotiation of gendered/class identities when learning outdoors
Investigating Learning, Participation and Becoming in Early Childhood Practices with a Relational Materialist Approach
There are alternatives! Contestation and hope in early childhood education
Encouraging play in the natural environment
Envisioning Black space in environmental education for young children
The offence of theory
Towards a relational paradigm in sustainability research, practice, and education
Thinking posthuman with mud
Learning with children, ants, and worms in the Anthropocene
Listening to plants
A thousand plateaus
A Manifesto for Abundant Futures
Answering the world
Philosophical perspectives on play
Mingling and imitating in producing spaces for knowing and being
The Mushroom at the End of the World
Why Post Qualitative Inquiry
A Theoretical Framework for the Critical Posthumanities
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |