Bush walking in Sydney – children’s sense of place in nature in an urban multicultural context from a teacher perspective. Emilia Fägerstam, PhD Candidate Department of Behavioural Sciences and Learning, Linköping University, Sweden
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Emilia Fägerstam, PhD Candidate
Department of Behavioural Sciences and Learning, Linköping University, Sweden
Department of Education, Macquarie University, NSW, Australia
Contribute to a deeper understanding of the meaning and relevance of nature encounters in an multicultural, urban, outdoor environmental education context.
The perspective of Environmental Education Centre officers and science high school teachers in Sydney.
What are Environmental Education Centre (EEC) officers and science high school teachers’ perceptions of children’s sense of place in nature in an urban multicultural context?
What role does school/EEC play in the development of children’s sense of place according to the teachers/EEC officers?
Place theory– sense of place
What is the meaning of / How do we develop place attachment and place identity? (Altman and Low, 1993; Relph, 1976; Gruenewald, 2003)
A person’s cognitive, affective, and embodied understanding of a place that are cultivated through a living ecological relationship with the place (Lim & Calabrese Barton, 2010)
Environmental Education Centers
and high schools from
different areas around Sydney.
-limited experiences for particularly migrant children but also Australian born children
“ A lot of ours [native fauna] get lost. Forgotten about even if they’re integral to their experience or the ecosystem that they live in” (Nora, EEC officer)
“ I think kids of today are well informed about environmental issues and are very conscious of it yet I think they have less understanding of the world around them. /…/ The knowledge that we are all part of a system is missing today because of our way of living; we don’t feel we have a sense of belonging to the natural world.” (Simon, EEC officer)
-Lack of confidence, curriculum, safety standards