Abstract
ABSTRACT This ethnographic research case study of five early childhood classrooms in rural Appalachia explores how the decline of the coal industry and shift to natural gas fracking impact classroom play spaces in the region. Child development orientations influenced educators’ approaches to teaching about the natural world. The children’s and teachers’ environmental readiness and environmental engagement pedagogies activated possibilities related to nature/culture in classrooms yet also reflected a complicated relationship around denial of the Anthropocene promoted through state science standards policy. Donna Haraway’s ideas about ‘staying with the trouble’ in the Anthropocene inspired the possibility of ‘third-way’ pedagogies promoting multispecies relations.
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