Abstract

In this paper, we describe an informal science program where specific program elements were designed to support youth development of a 21st century naturalist identity, which we call out as an important subtype of environmental and scientific identity. As part of a research-practice partnership, we conducted a case study of a teen youth program held in an urban park in order to examine how program elements support naturalist identity development. The program drew on naturalist practices to deepen youth interest and skills and provide community with human and more-than-human nature. Through participant observations, interviews, and artifact analysis, we identified three program elements that contributed to youth naturalist identity development: (1) encouraging physical interaction between humans and more-than-human nature; (2) providing meaningful opportunities for youth to be stewards of land and waters; and (3) exposing youth to possible visions of their future selves. Using ecological thinking that draws on Indigenous, post-humanist, and new materialist philosophies, we aimed to shift our gaze from individual youth experiences and towards relational processes between youth, educators, and more-than-human nature, describing how these actors work together iteratively and reciprocally to support the co-construction of naturalist youth identity development.

摘要

在本文中，我们描述了一个非正式的科学项目，其中的特定项目元素旨在支持 21 世纪自然主义者身份的青年发展，我们将其称为环境和科学身份的重要子类型。作为研究与实践合作伙伴关系的一部分，我们对在城市公园举办的青少年项目进行了案例研究，以研究项目元素如何支持自然主义者身份发展。该计划利用自然主义实践来加深青年的兴趣和技能，并为社区提供人性和超人性。通过参与者观察、访谈和人工制品分析，我们确定了有助于青年自然主义者身份发展的三个计划要素：(1) 鼓励人类与超人类本性之间的身体互动；(2) 为青年人成为土地和水域的管理者提供有意义的机会；(3) 让青年接触到他们未来的自己。使用借鉴土著、后人文主义和新唯物主义哲学的生态思维，我们的目标是将我们的目光从青年个体的经历转向青年、教育工作者和超人类本性之间的关系过程，描述这些行动者如何协同工作反复和互惠地支持自然主义青年身份发展的共建。