Merging Eco-Literacy, Visual Poetry, and Arts-Informed Practices: A Curriculum of Eco-Justice Education

被引：0

作者：

Kulnieks, Andrejs ^{[1
]}

机构：

[1] Univ Saskatchewan, Curriculum Studies Dept, Educ Bldg,28 Campus Dr, Saskatoon, SK S7N 0X1, Canada

来源：

QUALITATIVE INQUIRY | 2024年 / 30卷 / 02期

关键词：

investigative poetry; methods of inquiry; arts based inquiry; eco-literacy; embodied reflexivity; visual poetry;

D O I：

10.1177/10778004231186566

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

Writing poetry over finger-paintings that are created with natural dyes is an embodied reflexive practice that can help students connect with ideas about eco-justice as they develop a deeper relationship with the Earth. As Kimmerer (2013) explains, "The exchange between plants and people has shaped the evolutionary history of both" (p. 124). Writing practices also shape who we are becoming. Through the creation of visual poetry, I investigate the importance of engaging with language and landscapes to develop relationships with one another.

引用

页码：170 / 174

页数：5

共 3 条

[1] Merging Eco-Literacy, Visual Poetry, and Arts-Informed Practices: A Curriculum of Eco-Justice Education
Kulnieks, Andrejs
[J]. QUALITATIVE INQUIRY, 2023,
[2] Literacies, Leadership, and Inclusive Education: Socially Just Arts-Informed Eco-Justice Pedagogy
Kulnieks, Andrejs
Young, Kelly
[J]. LEARNING LANDSCAPES, 2014, 7 (02): : 183 - 193
[3] The identification of eco-literacy practices in early childhood education
Anggraeni, I
Zaman, B.
[J]. EARLY CHILDHOOD EDUCATION IN THE 21ST CENTURY, 2020, : 172 - 176

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