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11346 results for wild pedagogies

Page 1 of 568

  • Wild Pedagogies in Practice: Inspiration for Higher Education

  • Part of
  • Reineke Susan van Tol, Arjen Wals
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    13 May 2025, pp. 177-199
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  • Wild pedagogies (WP) are emerging as critical, relational alternative to current, often unsustainable learning practices. WP aim to offer a way of learning in, with, through and for nature, embracing a post-humanist, relational perspective. So far, WP have mainly been explored theoretically. Increasingly, educators both within and outside of formal education, are inspired and apply WP in their education. Throughout the world, examples of learning that fit into WPs’ living definition, are emerging. However, concrete inspiration for how to bring WP theory into practice, is still largely lacking. In this paper, we explore three emerging approaches at Wageningen University (The Netherlands), that are inspired by wild pedagogies. Empirically, we combine formative evaluations of course designs with participant observation in a collective case study setting over three years. The empirical research is embedded in an explorative literature review that led us to four explorative areas of WP, namely (1) Wild and caring learning spaces (2) Learning from self-will and wonder (3) Relational learning with the world and (4) Disruptive learning for the world. Eventually we present concrete inspiration on those four areas for implementing WP in formal higher education.

  • Embracing Agency: Ontological Considerations for Wilding Pedagogies

  • Part of
  • Amy E. Smallwood
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    13 May 2025, pp. 144-155
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  • Recent scholarship has explored the concept of “wilding pedagogies” to more deeply engage the more-than-human world in environmental and outdoor adventure education. Thus far, the scholarship around wild pedagogies has been primarily epistemic and pedagogical, focusing on epistemological principles that can guide pedagogy. There has been less focus on ontological considerations for wild pedagogies. This paper offers a theoretical exploration into such ontological considerations that can further inform the practice of wilding pedagogies in outdoor adventure education. The emergence of (new) materialism coupled with an increasing awareness of Indigenous philosophy has problematised many of the ontological assumptions embedded within Eurocentric philosophical ideals. Challenging dualisms and the traditional boundaries of substance, these philosophies consider relations as ontologically primary. From this ontological posture, we can engage with the phenomenon that exists in the space between humans and nature, thinking with nature rather than about nature and recognizing the agency of the more-than-human world.

  • Wild Pedagogies and Young Children through the Mosaic Approach

  • Part of
  • A. Elizabeth Beattie, Sandra Scott, Douglas Adler
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    19 May 2025, pp. 249-260
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  • This paper reports on a doctoral study that explored young children’s (ages 5 to 7 years) relationships with sticks during their school-based outdoor learning experiences. Sticks (parts of trees) became uniquely contextual agents due to the profound agentic effect the stick-based experiences, which were enacted through Wild Pedagogies, had on the children’s understandings of Place. Sticks were used in physical and symbolic ways throughout the children’s self-guided learning experiences. The children used long sticks to build large structures, houses, and other creations, and selected smaller sticks to represent microphones, brooms, or currency. The use of the Mosaic approach in this study aligns with Wild Pedagogies’ openness to new and different ways of being in and understanding the world, particularly as this approach privileges children, natural objects, and Place as agentic co-teachers and co-learners. The children demonstrated their agency as they made cognitive, physical, corporeal, agentic, affective, and aesthetic connections with Place, which they expressed through their Wild Pedagogical experiences. The study underscores the value of tactile, immersive, and bioregional experiences in helping children connect with nature, build knowledge, develop and share collective agency, and cultivate an ethic of care for the environment in Wild Pedagogical ways.

  • Attuned to Love: Tracing Affective Pathways of Ethical Learning in Wild Pedagogies

  • Part of
  • Jennifer Ann Skriver, Mathias Poulsen
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    25 June 2025, pp. 126-143
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  • This article contributes to Wild Pedagogies by foregrounding love as an emergent, affective practice that takes shape through embodied, affective encounters with the more-than-human (Whatmore, 2006) and material world. Engaging post-qualitative sensibilities, it approaches walking and writing not as fixed methods, but as entangled, responsive practices that invite ethical attunement to the unfolding rhythms of the living world. While Wild Pedagogies emphasise relationality, they have yet to fully account for affect as a pedagogical force. Addressing this gap, the article traces how love moves through diverse encounters, shaping perception, responsibility, and responsiveness. Love is conceptualised through three interwoven affective pathways: shimmering rupture (moments that unsettle habitual perception), relational resonance (the affective flow that binds beings in co-becoming), and cyclical attunement (the rhythmic deepening of ethical engagement). These pathways reframe love as a material practice of staying-with (Haraway, 2016)—a commitment to returning, noticing, and responding to the world’s ongoing entanglements.

  • Wilding Pedagogies: Impact of an In-Service Teacher Training in Greece with Nature as Co-Teacher

  • Part of
  • Zoe Theodosaki, Alexandros Georgopoulos, Costas Gavrilakis
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    14 April 2025, pp. 200-212
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  • Western contemporary educational systems tend to re-produce, and thus maintain, the existent non-sustainable social structures, failing to live up to the present critical times. Their aim is confined to preparation for financial “success,” whereas they disregard the imminence of environmental crises and global social shifts and are rooted in the human sense of superiority over nature, that is, anthropocentrism. The present article acknowledges the need for reconsideration of humans’ place and role in the ecosystem and focuses on the importance of a more ecocentric pedagogy. A holistic in-service teacher training was designed and implemented in Greece, inspired by the wild pedagogies touchstones, mainly the notion of nature as co-teacher. Twelve participants met for the course of a year to immerse themselves in nature-centred, affective, relational, “wild” experiences. Changes were recorded using pre/post-semi-structured interviews to inquire into participants’ perceptions of self versus Self (i.e. acknowledging oneself as part of a larger whole) and perceptions of (environmental) education. It appears that deep, relational nature experiences (a) can shift the perception of individualised self towards Self, (b) can shift the perception of teacher identity towards that of a change agent and (c) can set ethics and values education as a priority among trainee-teacher participants.

  • Wild Pedagogies in Early Childhood Education in Denmark Change Processes and Pedagogical Dilemmas

  • Part of
  • Tejs Møller, Nanna J. Jørgensen, Mia Husted, Søren K. Hansen
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    14 May 2025, pp. 299-311
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  • This article explores and discusses the change processes and pedagogical dilemmas ignited by introducing wild pedagogies to pedagogical employees in Danish early childhood institutions. By analysing experiments aimed at developing new play and learning environments, carried out as part of a large design-based research project, we discuss how existing “roots” of early childhood education in Denmark provide a fertile soil for the introduction of wild pedagogies. We identify two “shoots of change” with a potential for pushing the status quo in relations between children, adults, and more-than-human nature. Centreing on altering the place of nature in early childhood education and carving out time for more open approaches, these shoots are in close dialogue with wild pedagogies. By experimenting with these shoots of change, pedagogical dilemmas became more visible, important, and present to the participants. Attending to and exploring such dilemmas are crucial aspects of keeping socio-cultural change processes in motion.

  • Becoming-Wild with Chalk and Paintbrush: Material-Multispecies Moments for Re-imagining Environmental Education Pedagogies

  • Part of
  • Charlotte Hankin, Hannah Hogarth
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    17 March 2025, pp. 278-298
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  • An urban forest school, London, UK: Stegosaurus (self-chosen pseudonym) is crouching and looking down intently at something on the ground. I notice he is rubbing two pieces of chalk in his hands. Chalk gently sprinkles over blades of grass, covering each leaf in a white dust.

    A wall-less school, Bali: Paintbrush hails me. I pick her up, stroking her smooth, moist bristles likening them to fur. Between my fingers, I roll her brittle wooden handle backwards and forwards, imagining that this could be a twig, bone or spine.

    What if we were to attend to the peculiarities of these material encounters?

    How might Chalk and Paintbrush enact wild pedagogies?

    Chalk and paintbrushes are everyday objects in educational settings and traditional, dominant pedagogies focus on how humans use these objects to support learning. Drawing on two material-multispecies moments from our posthumanist, feminist, materialist inquiries, we think-with rather than about Chalk and Paintbrush as intra-acting, co-creators of knowledge. These provide ways for becoming-wild that resist the anthropocentric, developmental and civilising processes so deeply imbued in educational approaches. Instead, becoming-wild offers hopeful and generative wild pedagogies that acknowledge the power of the everyday, ignored and divergent that strengthen and expand all our response-abilities.

  • Wilding Pedagogy With Nature Writings, Propositions and Minor Experiences: Twisting With More-Than-Humans Towards Life-Friendly Education

  • Part of
  • Michael Paulsen, Helene Illeris, Tommaso Reato
  • Journal:
    Australian Journal of Environmental Education / Volume 41 / Issue 2 / May 2025
    Published online by Cambridge University Press:
    25 June 2025, pp. 338-354
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  • This article explores strategies for rewilding pedagogy through three life-opening arts-based educational practices: nature writing, propositions, and minor experiences. Drawing on wild pedagogies, diverse perspectives on life, and various approaches to arts education, we examine how these practices can be twisted to promote life-friendly education, in support of more-than-human life, disrupting life-forgetful educational and societal norms. By reflecting on the (re)wilding strategies and their actual as well as imagined outcomes, we offer ideas on how to break with dominant conceptions of education and life in the Anthropocene.

  • four - Pedagogy

  • David H. Hargreaves
  • Book:
    Learning for Life
    Published by:
    Bristol University Press
    Published online:
    20 January 2022
    Print publication:
    23 June 2004, pp 25-34

  • Summary

    What matters is not the facts but how you discover and think about them: education in the true sense, very different from today's assessment-mad exam culture. (Richard Dawkins)

    Apprenticeship may well be the means of instruction that builds most effectively on the ways in which most young people learn. (Howard Gardner)

    To what degree teaching is (or could be) an art or a science or a combination of the two is a matter of deep dispute among teacher educators. Most practitioners in their classrooms would probably think of what they know and are able to do as principally an art, one they have acquired over many years, largely alone, through trial and error learning. Few would be able to cite any research evidence, except in the most general terms, to warrant what they do, although many educational researchers claim their influence on practising teachers is real, if rarely explicitly acknowledged.

    What today is not in dispute is that if students are to become better learners, it is essential for teachers to become better at what they do. The dispute is about precisely how improving teaching quality is best achieved. Part of the trouble is that we know far more about learning than we do about teaching. This is in part because learning is of interest to a wide range of people apart from those who train teachers – psychologists, neuroscientists, cognitive scientists, anthropologists, and so on. In part it is because in a knowledge economy learning matters to many outside educational institutions, and especially those in business and industry, although here the talk is more likely to be of mentoring rather than teaching. Teachers and teaching are terms most people associate with schools and other explicitly educational institutions, and the people who study and research into teaching are therefore mainly those who prepare novice teachers and support the further professional development of career teachers.

    Methods of teaching in schools as part of paid, professional activity – what we here call pedagogy – tends to be cut off from more ‘natural’ forms of teaching or what is thought of as helping to learn, whether in the workplace (for example, on-the-job learning with the support of a mentor) or in the home (for example, mothers’ actions that assist the development of the infant) or in the community (for example, what the young learn from their peers).

  • 12 - Pedagogy

  • from Part III: - Applications of Vygotsky’s Work
  • Edited by Harry Daniels, University of Bath, Michael Cole, University of California, San Diego, James V. Wertsch, Washington University, St Louis
  • Book:
    The Cambridge Companion to Vygotsky
    Published online:
    28 November 2007
    Print publication:
    30 April 2007, pp 307-331

  • Summary

    INTRODUCTION

    In this chapter, I will discuss the pedagogic implications of some aspects of Vygotsky's writing. I will draw heavily on his own words and seek to develop two major strands in the range of possible interpretations of his work. The central tension that I wish to explore is between those accounts that emphasize the analysis of the content of instruction as against those which are more concerned with forms of pedagogic interaction and participation. Arguably, many of the differences in emphasis and priority that have arisen reflect differences in what are, ultimately, political preferences. Vygotsky was well aware of the extent to which pedagogic practice is subject to social, cultural, and political influence.

    Pedagogics is never and was never politically indifferent, since, willingly or unwillingly, through its own work on the psyche, it has always adopted a particular social pattern, political line, in accordance with the dominant social class that has guided its interests. (Vygotsky, 1997b, p. 348)

    Vygotsky was suggesting a process of social formation in the formation of educational ideas. He distances himself from the naturalistic or common sense pedagogic positions that pervade so much political debate, particularly when the term back to basics is invoked. For him pedagogies arise and are shaped in particular social circumstances. Ironically, the text Pedagogical Psychology from which the above quote is drawn, was considered to be so politically unacceptable to the rulers of the Soviet state that one had to have a special pass from the KGB that would admit one to the restricted reading room in the Lenin Library where the book could be read (Davydov, 1993).

  • 8 - Pedagogy

  • Judith Miller, University of New England, Australia, Susan Wilson-Gahan, University of Southern Queensland, Robyne Garrett, University of South Australia, John Haynes, University of New England, Australia
  • Book:
    Health and Physical Education
    Published online:
    12 August 2022
    Print publication:
    16 August 2022, pp 175-198

  • Summary

    This chapter presents ways to approach the many decisions around ‘how’ to teach health and physical education. Pedagogy is a term that encompasses both the science and art of teaching. In many ways, it is under-defined and often reduced to teaching styles and forms of management that assume homogenous student populations. However, the concept of ‘pedagogy’ moves us beyond the technical logic of transmission toward more holistic notions of teaching ‘practices’ that include various sets of ‘sayings’, ‘doings’ and ‘relatings’. When thought about in this way, teaching and learning in health and physical education become as much about knowledge produced in the processes of interaction as an end-point in the learning of particular knowledge and skills. Importantly, we must realise that the teacher is not neutral in these processes, nor is the learner an empty vessel. Rather, both bring multiple histories, experiences and backgrounds to the learning space, which significantly impact curriculum and subsequent learning. Accordingly, understanding pedagogy as sets of practices opens up possibilities for thinking about teaching and learning. It helps us to make sense of the complexity of teachers’ work and the multiple decisions made every moment of every day.

  • IV - PEDAGOGY

  • Edited by James Coady, Ohio University, Thomas Huckin, University of Utah
  • Book:
    Second Language Vocabulary Acquisition
    Published online:
    05 October 2012
    Print publication:
    28 December 1996, pp 201-202

  • Summary

    Whereas the preceding chapters focus on the acquisition side of vocabulary study, the chapters in Part IV concentrate on teaching. Jan H. Hulstijn leads off with a discussion of mnemonic methods. Drawing on the literature and on personal experience as both a teacher and a learner, he argues that keyword mnemonics are a useful supplement to guessing from context. The use of mnemonics accords with generally accepted principles of vocabulary learning and teaching, such as an avoidance of rote learning, an avoidance of context-free learning, and the need for elaboration and rehearsal. Hulstijn argues that a theoretical basis for the approach can be found in the concept of spreading activation, and he notes that we remember concrete words better than abstract ones. The final part of his essay is devoted to practical guidelines for vocabulary learning and teaching, including how to develop metacognitive awareness (cf. Chapters 4–6), how to use nonvisual verbal mediators, how to use mnemonics in language production, and how to use rehearsal techniques.

    James Coady next argues that proficient second language users acquire most of their vocabulary knowledge through extensive reading. For beginners, however, this presents a problem: How can they learn words through extensive reading if they don't have enough words to read extensively? Coady proposes that this dilemma can be overcome in two stages. First, learners should be given explicit instruction and practice in the 3,000 most common words in the language, to the point of automaticity (Laufer makes a similar recommendation in Chapter 2).

  • Chapter 5 - Pedagogy

  • Deborah Callcott, Edith Cowan University, Western Australia, Judith Miller, University of New England, Australia, Susan Wilson-Gahan, University of Southern Queensland
  • Book:
    Health and Physical Education
    Published online:
    21 June 2018
    Print publication:
    08 September 2015, pp 83-103

  • Summary

    Learning objectives

    By engaging with the text in this chapter, students will be able to:

  • describe performance pedagogy

  • understand and apply the Spectrum of Teaching Styles first developed by Mosston

  • describe the four levels of the functional curriculum, and understand the implications of this model

  • describe critical pedagogy

  • understand and apply models-based practice

  • critically analyse personal histories and apply to their own (future) teaching practice.

    • Casey is in her first year of teaching at the local early childhood centre. She notices that some of the children at the centre have excellent gross motor skills. She also sees several children with poor coordination. The parents of the poorly coordinated boys are concerned and want Casey to help their sons. The parents of the poorly coordinated girls don’t mention the lack of skills to Casey. The boys dominate the equipment at playtime. How can Casey address the disparity in skill levels and enhance the girls’ experience? Casey recalls her pre-service teacher educator presented a range of approaches to teaching physical education, but she lacks coni dence in applying these approaches. What can she do?

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