Becoming-With Fire and Rainforest: Emergent Curriculum and Pedagogies for Planetary Wellbeing

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  • Author(s): Somerville, Margaret J. (ORCID Somerville, Margaret J. (ORCID 0000-0001-8804-5825); Powell, Sarah J. (ORCID Powell, Sarah J. (ORCID 0000-0002-4963-4966)
  • Language:
    English
  • Source:
    Australian Journal of Environmental Education. Sep 2022 38(3-4):298-310.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: [email protected]; Web site: https://www.cambridge.org/core/what-we-publish/journals
    • Peer Reviewed:
      Y
    • Source:
      13
    • Education Level:
      Early Childhood Education
      Preschool Education
    • Subject Terms:
      Well Being; Environmental Education; Natural Disasters; Foreign Countries; Art Education; Student Projects; Teaching Methods; Interdisciplinary Approach; Self Concept; Educational Philosophy; Curriculum Development; Preschool Children; Preschool Education; Fire Protection; Forestry
    • Subject Terms:
      Australia
    • Accession Number:
      10.1017/aee.2021.21
    • ISSN:
      0814-0626
      2049-775X
    • Abstract:
      In this paper we propose the concept of 'becoming-with' in relation to the experience of the catastrophic fires in the summer of 2019-2020 in Australia, and their implications for research into young children's response to bushfires, and their learning about bushfire recovery, which resulted in the development of an arts-based project to explore emergent curriculum and pedagogies for planetary wellbeing. We draw on Deleuze and Guattari's theorising that 'the self is only a threshold, a door, a becoming between two multiplicities'; and 'Spatio-temporal relations' as 'not predicates of the thing but dimensions of multiplicities of events as encounters' to theorise how 'becoming-with' fires enabled the development of emergent curriculum and pedagogies in an early learning centre, which can ultimately contribute to planetary wellbeing.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1353001