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.

摘要

这个关于阿巴拉契亚农村五个幼儿教室的民族志研究案例研究探讨了煤炭工业的衰落和向天然气水力压裂技术的转变如何影响该地区的教室游戏空间。儿童发展方向影响了教育者教授自然世界的方法。儿童和教师的环境准备和环境参与教学法在课堂上激活了与自然/文化相关的可能性，但也反映了通过国家科学标准政策推动的否认人类世的复杂关系。唐娜·哈拉维关于在人类世“与麻烦相处”的想法激发了“第三路”教学法促进多物种关系的可能性。