Plants, architecture, and pedagogy in contemporary green schools
Re-naturalizing the built environment. Plants, architecture, and pedagogy in contemporary green schools (L Chiesi et al. - Frontiers in Sustainable Cities) discusses the essential need of re-naturalizing the built environment, focusing on schools.
Educating the temporal imagination: Teaching time for justice in a warming world
This article by Kerri Facer, published online 29 August 2024 explores how ‘teaching time’ can support the awareness of and attention to (in)justice in a warming world. The paper discusses the limits of current approaches to teaching time in education and explores a range of practices. It concludes by working [...]
Doctoral Researcher Perspective: Forest School Research Symposium
Read this Forest School Association guest blog post (1 August 2024) reflecting on the first international Forest School Research Symposium. This also refers to ‘how a practice similar to UK ‘Forest School’ is delivered in around the world (Ireland, Israel, Italy), and arguments made about learning from the rise of [...]
Forest School pedagogy research in Ireland
The Forest School Association have shared a research article abstract written by Joan Whelan & Orla Kelly (2023): Experiential, relational, playful pedagogy in Irish primary schools – possibilities offered by Forest School. This shares findings from the first national survey of Forest School pedagogy in Ireland, conducted in 2019–2020 as [...]
Slow Pedagogy: How to be ‘slow’ outdoors
Alison Clark explores ‘slow pedagogy’ in this Nursery World article (24 October 2024). What does this looks like for children and practitioners when taken outdoors?
Building Pedagogies for Early Childhood Education in a Time of Environmental Uncertainty
This research paper (Jørgensen-Vittersø, Blenkinsop, Heggen, & Neegaard) is published in the 135th Canadian Journal of Environmental Education Vol. 25 (2022): Wild Pedagogies . The article explores two pedagogies, one influenced by friluftsliv and the other wild pedagogies. The theoretical section focuses on three key components: childhood, knowledge, and nature. These [...]
