In-Service Educators’ Meaning-Making and Experiences with Mindful Outdoor Engagements

• In Event: Battling Burnout: Time, Tech, and Teacher Wellbeing

Abstract

This study explores educators’ meaning making and experiences with Mindful Outdoor Engagements (MOEs) amid ongoing climate change and environmental injustice. MOEs are slow, guided walks through forest spaces that include invitational, reflective prompts throughout the experience. Using constructivist grounded theory, we analyze semi-structured interviews with educators who participated in MOEs. Preliminary findings reveal participants initially experience reticence toward the practice, followed by rejuvenation and a deeper connection to the more-than-human world. Many educators see MOEs as a counterbalance to technology saturation and disconnection, potentially contributing to social-emotional skills and care for the environment. As several states adopt cross-disciplinary climate education standards, this study offers insights into pedagogical practices that support ecojustice and embodied teaching approaches in teacher preparation and policy.

Authors

• Jessica Fundalinski, Syracuse University

• Amanda Kingston, Syracuse University