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首页> 外文学位 >Cultivating Bakhtin in the garden: Children's ecological narratives on becoming community gardeners.
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Cultivating Bakhtin in the garden: Children's ecological narratives on becoming community gardeners.

机译：在花园中种植巴赫金：儿童成为社区园丁的生态叙事。

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摘要

This dissertation illustrates how a children's community garden, designed specifically to promote intergenerational, multi-sociocultural relationships, is an "ideological environment" linking individuals and their community and connecting people with nature, in order to promote feelings of belonging, social connection, and encourage a sense of stewardship and identification with the environment (Bakhtin, 1978). By spending time in a community garden, responding to the natural ecosystems which exist on this land, and reflecting, through image and story about our childhood experience, the participants and I engaged in the dialogic process of what Thomashow (1996) refers to as "doing ecological identity work." Throughout this study I question how our past experiences with nature in ideological environments shape our ecological epistemologies, and how the dialogic process of becoming a gardener within the context of a community garden shapes a person's ecological identity.;To frame this exploration of ecological identity work as a dialogic process and its role in the development of an ecological identity, I draw from sociocultural theory (Holland, et al., 1998), Bakhtin's theory of dialogism, and ecological identity studies (Clayton and Opotow, 2003; Cobb, 1993; Orr, 1994, 2006; Sobel, 1996, 2008; Thomashow, 1996). A large body of scholarly writing done by environmental researchers is devoted to examining and describing how adults, who self-identify as environmentalists, developed an ecological worldview. However, only a fraction of research is devoted to theorizing how children develop an environmental epistemology. In this study, I focus on how community gardens are dialogic spaces that provide a place for elementary-aged children to "experience" the discourse of gardening. Here, I describe the discourses that shape the garden and describe how gardeners, as a result of their collaborative experiences between human and non-human actors, take up social and dialogical tools for authoring new ecological identities.
机译：本文阐述了一个专门为促进代际，多元社会文化关系而设计的儿童社区花园是一种“思想环境”，它将个人及其社区联系在一起，并使人与自然联系起来，以增进归属感，社会联系并鼓励对环境的管理和认同感（Bakhtin，1978年）。通过在社区花园里度过时光，对这片土地上存在的自然生态系统做出反应，并通过有关我们童年经历的图像和故事来反映，参与者和我参与了Thomashow（1996）所说的“对话”过程。做生态认同工作。”在整个研究过程中，我质疑我们过去在意识形态环境中对自然的经历如何塑造我们的生态认识论，以及在社区花园背景下成为园丁的对话过程如何塑造一个人的生态身份。作为对话的过程及其在生态认同发展中的作用，我借鉴了社会文化理论（Holland等，1998），巴赫金的对话理论和生态认同研究（Clayton和Opotow，2003； Cobb，1993）。 Orr，1994，2006； Sobel，1996，2008； Thomashow，1996）。由环境研究人员撰写的大量学术著作致力于研究和描述自我认同为环保主义者的成年人如何发展生态世界观。但是，只有一小部分研究致力于理论化儿童如何发展环境认识论。在这项研究中，我关注社区花园如何成为对话空间，从而为小孩子提供“体验”园艺的场所。在这里，我描述了塑造花园的话语，并描述了园丁如何通过人类与非人类参与者之间的合作经验，利用社会和对话工具来创作新的生态身份。

著录项

  • 作者

    Grugel, Annie H.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education Social Sciences.;Education Curriculum and Instruction.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 163 p.
  • 总页数 163
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会科学教育与普及;自然科学教育与普及;教育;
  • 关键词

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