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Re-imagining child-nature relationships in ecotourism children s conservation awareness through nature play and nature-based learning816.06 kB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Re-imagining child-nature relationships in ecotourism: children’s conservation awareness through nature play and nature-based learning
Children's Geographies, Vol.22(4), pp.497-512
2024
Abstract
Education is an essential part of ecotourism, and first-hand experiences in nature can lead to increased awareness and concern for the environment. Environmental education in ecotourism, however, is generally shaped by anthropocentric views of human-nature relationships which emphasise human exceptionalism and human agency in protecting nature. This paper re-imagines child-nature relationships in ecotourism through a post-humanist lens, based on semi-structured interviews with professionals in ecotourism, conservation and education. We set out to re-imagine how conservation awareness may be promoted among young children by de-constructing the human-nature binaries and stewardship pedagogies upon which environmental education and conservation are founded. The research shows that ecotourism sites can provide an ideal space for nature-based learning with young children. This requires thinking differently when planning outdoor spaces for young children, by inviting them to construct understandings of the interconnectedness of nature, and to learn and intra-act with the more-than-human world.
Details
- Title
- Re-imagining child-nature relationships in ecotourism: children’s conservation awareness through nature play and nature-based learning
- Authors
- Heli King (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyHarriot Beazley (Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyLeah Barclay (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesAmanda Miller (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Children's Geographies, Vol.22(4), pp.497-512
- Publisher
- Routledge
- Date published
- 2024
- DOI
- 10.1080/14733285.2024.2308008
- ISSN
- 1473-3277
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Business and Creative Industries; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; School of Law and Society; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99999995202621
- Output Type
- Journal article
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