Weathering in early childhood

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2018-05

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The naming of the Anthropocene poses a challenge for environmental education in early childhood. While it brings much needed attention to the damage and ecological deterioration caused by human actions, typical ways of responding remain human centered and must be disrupted. It is impossible to continue to place humanity at the center and in control but unaware or in denial of our own vulnerability and interdependence of the non-human. It is necessary to work past traditional ways of thinking about nature education and young children to be able to respond in ways that disrupt the nature culture divide. This report investigates possibilities for the common worlds perspective as a more generative approach for responding to the challenges that educators face as we attempt to respond to the Anthropocene in the classroom.

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