Informal environmental learning

The Sustaining Nature of Daily Child/Water/Dirt Relations

Bibliographic Data

ID8103672
AuthorsSarah Crinall (0000-0003-4066-1324, Western Sydney University, Sydney, NSW, Australia, corresponding author), Margaret J Somerville (0000-0001-8804-5825, Western Sydney University, Sydney, NSW, Australia)
Year2019
Volume26
Issue9-10
Pages1313-1324
Publication date2019-03-11
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEnvironmental Education Research (JOURNAL)
Journal identifiersISSN: 1350-4622 • E-ISSN: 1469-5871
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13504622.2019.1577953
OpenAlexW2921050337
LanguageEN
Citations received13
References cited19

This post-inquiry paper looks to the intimate matter of young children and their worlds outside of school. With new materialism, water and art as philosophical muse, a new kind of ‘sustaining nature’ for environmental education emerges, problematizing ‘sustainability’ as an aim. We gathered and exchanged short videos and field notes (iPhone artifacts) during morning and afternoon walks with young children in our everyday lives. In a playful moment, these are engaged with in relation to theoretical material on ‘art and sensation’ from philosophers, Deleuze (2003 Deleuze, G. 2003. Francis Bacon: The Logic of Sensation. (D. W. Smith, Trans.). Minneapolis, MN: University of Minnesota. [Google Scholar]), Grosz (2008 Grosz, E. 2008. Chaos, Territory, Art. New York, NY: Columbia University Press. [Google Scholar]) and ontologies of water that do post-qualitative research playfully (Crinall 2017 Crinall, S. M. 2017. “Blogging Art and Sustenance: Artful Everyday Life (Making) with Water.” PhD diss., Western Sydney University, Sydney, Australia. [Google Scholar]; Somerville 2017 Somerville, M. 2017. “(Becoming-with) Water as Data.” In Disrupting Data in Qualitative Inquiry: Entanglements with the Post-Critical and Post-Anthropocentric, edited by M. Koro-Ljungberg, T. Löytönen and M. Tesar, 35–49. New York, NY: Peter Lang Publishers. [Google Scholar]). We mutually emerge with relational pedagogies, conjuring the grace and gift of daily life with the matter of clay, dirt, deadbird, water, and home into an environmental learning that attunes bodies/minds to the significance, grace and gift of sustaining, artful everyday life

Aesthetics · Anthropocentrism · Art · Dirt · Environmental education · Environmental ethics · Epistemology · Everyday life · Materialism · Media studies · Pedagogy · Performative utterance · Sociology · Sustenance · Visual arts · Children's Rights and Participation · Geographies of human-animal interactions · Philosophy · Posthumanist Ethics and Activism · Ecology

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