Reconceptualizing Nature in the Anthropocene— Towards Learning with Place: A Literature Review
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Abstract
The purpose of this paper is to review the current literature that focuses on environmental education in early childhood education and how children’s learning is intertwined and connected with nature. In the current generation, Anthropocene has come into the spotlight as people come together and reflect on human activities and changes in nature. Thus, environmental education has become even more relevant and important than before, calling for actions to educate our future generations—the children—of how to care for or even save nature. In this paper, however, I will deconstruct this humanist stewardship view in environmental education where nature is viewed as human-centered, innocent, and separated from humans and its settler colonialism. Instead, I will rethink the notion of place and introduce other ways of learning with place and its entities to move towards a common world pedagogy. Lastly, I will also introduce pedagogical narration as a tool for educators to make children’s learning and connections with nature tangible.
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References
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