Weather worlding: Learning with the elements in early childhood

Journal article


Rooney, Tonya. (2018). Weather worlding: Learning with the elements in early childhood. Environmental Education Research. 24(1), pp. 1 - 12. https://doi.org/10.1080/13504622.2016.1217398
AuthorsRooney, Tonya
Abstract

In the context of challenges posed by climate change, this paper draws attention to the significance of children’s relationship with weather. The paper contends that it is time to engage more closely with children’s weather relations when developing and experimenting with new environmental pedagogies. Furthermore, it is argued that there is a need look beyond the ways children learn ‘about’ the weather (where this is presented as something separate to our human selves), to more situated and entangled ways of learning in and ‘with’ weather. Notions such as the ‘weather world’ and ‘weathering’ are discussed here as valuable starting points for re-thinking child/weather relations. These offer a way forward where the lively curiosity of children, combined with the educational practice of being with the weather, may open up alternative, less human-centric ways of coming to know and respond to the environmental challenges ahead.

KeywordsEnvironmental education; weather; climate change; common world pedagogies; early childhood education
Year2018
JournalEnvironmental Education Research
Journal citation24 (1), pp. 1 - 12
PublisherRoutledge
ISSN1350-4622
Digital Object Identifier (DOI)https://doi.org/10.1080/13504622.2016.1217398
Scopus EID2-s2.0-84982108415
Page range1 - 12
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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