Abstract
What is the role of poetry in developing ecoliteracy in urban schooling? While current educational and political discourse calls for ‘sustainable’ management of the earth’s resources, leading environmentalist educators state that a shift in practice must bepreceded by a shift in perspective that includes first-hand awareness of local environments. This interdisciplinary, narrative inquiry took place over a two year period to examine how students at a low ranked, inner city elementary school write poetry abouttheir environment as a form of ecoliterate knowledge.
Highlights
What is the role of creative language as it relates to urban students’ contextual awareness of the natural environment? What is the role of poetry in developing ecoliteracy1 in urban schooling? While current educational and political discourse calls for ‘sustainable’ management of the earth’s resources, leading environmentalist educators (Bowers 2006, Orr 2004, Shiva 2005, Plumwood 2002, Armstrong 2000) have stated that a shift in practice must be preceded by a shift in perspective that includes tangible, first-hand awareness of local environments
Environmentalist David Orr (2004) states that the current ecological crisis rests on a ‘prior disorder of thought’ and that instead of rushing to seek the cure for the crisis, society must retrain its thinking away from the relentless race for knowledge that has
1 1 Ecoliteracy, a term first introduced by David Orr, is explained by Fritjof Capra as “our ability to understand the basic principles of ecology and live .”
Summary
What is the role of creative language as it relates to urban students’ contextual awareness of the natural environment? What is the role of poetry in developing ecoliteracy1 in urban schooling? While current educational and political discourse calls for ‘sustainable’ management of the earth’s resources, leading environmentalist educators (Bowers 2006, Orr 2004, Shiva 2005, Plumwood 2002, Armstrong 2000) have stated that a shift in practice must be preceded by a shift in perspective that includes tangible, first-hand awareness of local environments. The poetry included here was written by urban, inner city, Grade 6/7 students in one of the lowest ranked schools in the province of British Columbia. This study describes writing poetry in the school garden and in the nearby surroundings, with the students, their classroom teacher, and myself, over a two-year period.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
