Predator free 2050 and pedagogy: Teaching about introduced predators in Aotearoa New Zealand

AbstractInvasive species pose a threat to biodiversity, and as such feature in some conservation education programs. However, there is debate about how to teach this difficult subject. We explored perspectives using a case study of education about introduced mammalian predators in Aotearoa New Zealand (NZ). We conducted semi-structured interviews with 18 NZ educators and animal welfare advocates and supplemented these data with material from a broader project on predator control in NZ. Our data indicated agreement that education should: 1) encourage respect for all animals, i.e., introduced predators should not be demonized and must be killed humanely; 2) enable children to develop their own opinions, e.g., whether to participate in trapping; and 3) designing programs to suit specific contexts, e.g., rural versus urban. However, there were disagreements, for example at what age children might begin trapping, and whether guiding students toward a particular conclusion is compatible with enabling their agency.Keywords: conservation educationenvironmental ethicshuman-animal relationsmoral educationinvasive speciespest controlwildlife management Data availability statementFor confidentiality reasons, data cannot be made publicly available.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingAP is funded by Predator Free 2050 Limited. Expenses for this research were funded by the University of Auckland Transdisciplinary Ideation Fund.