Promoting Animal-Protector Identity Development for Children Through Multispecies Caring Practices

• In Event: Redefining Care in a Global Pandemic: Problematizing Relational Models in Socio-Ecological Systems

Abstract

Rationale & Theory: In this age of the climate crisis and environmental degradation, we must broadly disrupt anthropocentric and extractive logics in human-nature relations. This necessitates promoting forms of ontological development involving multispecies caring (Puig de la Bellacasa, 2017) and multispecies relationality based in moral responsibilities of interdependence (Bang & Marin, 2015; Whyte, 2018). A key platform for this work to reach a broad scale is school science curriculum tied to educational standards. We approach this design-based research with the assertion that school science instruction can meaningfully promote ecological caring and the development of science-linked identities centered on protecting animals (Han & Bell, 2019)—as one part of an overall strategy. A place-based, culturally resurgent approach to curriculum design was used to promote students’ ecological caring. We leverage Joan Tronto’s framing of caring practices that “includes everything that we do to maintain, continue and repair ‘our world’ so that we can live in it as well as possible” (summarized by Puig de la Bellacasa, 2017). This image of caring is contextually constituted across dimensions of labor/work, affect/affections, and ethics/politics. Critical historicity and cultural priorities in relation to place guide that constitution of caring in ways specific to the cultural communities involved.

Methods & Data: We present findings from two enactments of a 5th grade curriculum unit on “How to Become Bird Protectors in a Changing Climate.” The study occurred in a rural community in the Pacific Northwest experiencing severe mega-fires as the result of climate change. It engages students in studying the behavior of local birds through neighborhood fieldwork, modeling the role of birds in socio-ecological systems, and learning about how climate change and capitalist development have decimated bird populations. It culminates with students learning to care for birds and take social action to protect bird populations. Data included observations, student artifacts, and teacher interviews.

Findings & Conclusion: We report on teacher and student learning. We demonstrate that the research-practice partnership leveraged differential educator, community member, and researcher expertise to instrumentally develop an interdisciplinary instructional experience spanning science, engineering, art, and ELA. Educators oriented to the cultural history of families and to local Indigenous communities in new ways, as assets for instruction. For students and families, wondering walks through neighborhood ecosystems (LearninginPlaces.org) oriented many to local bird populations in novel ways and developed significant interest in bird behaviors and health. Initial phases of classroom enactment demonstrated increased student interest and enthusiasm in bird watching and bird care—along with deepening teacher engagement. A bird feeder engineering challenge was a compelling project for many students, which spiraled into the bird identification lessons and curiosity around species thriving and threats. Many students formed caring relationships with birds in ways that built their interest in how to protect bird populations in the face of a changing climate. In the student actions, we see evidence of a refined ethic of interdependence opening up into affective responses and situated actions to be in better relation to birds.

Authors

• Nancy Price, Vanderbilt University

• Philip L. Bell, University of Washington