{"title":"外封(或我们可能失去的东西)。","authors":"Marijke Hecht","doi":"10.1007/s11422-023-10153-8","DOIUrl":null,"url":null,"abstract":"<p><p>This is a story of becoming. In this creative non-fiction essay, I share a case study of an informal science program for high school aged youth that took place over 5-weeks one summer in an urban park in Pittsburgh, PA, USA. I conducted observations, interviews, and artifact analysis to explore how youth environmental interest and identity developed through relational processes between human and more-than-human beings. As a participant-observer, I tried to focus my attention on learning about learning. But I kept getting pulled from my research to something bigger, something messier. In my essay, I reflect on what it meant for our small group to become naturalists together, juxtaposing the diversity of our human cultures/histories/languages/selves with the diversity of the park, from the soil to the tree canopy. I then draw intimate connections between the twin losses of biological and cultural diversity. By using narrative storytelling, I invite the reader to come on a journey with me through the story of my own ideas, the ideas of the youth and educators I worked with, and the story of the land itself.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9938952/pdf/","citationCount":"0","resultStr":"{\"title\":\"Exclosure (or what we risk losing).\",\"authors\":\"Marijke Hecht\",\"doi\":\"10.1007/s11422-023-10153-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This is a story of becoming. In this creative non-fiction essay, I share a case study of an informal science program for high school aged youth that took place over 5-weeks one summer in an urban park in Pittsburgh, PA, USA. I conducted observations, interviews, and artifact analysis to explore how youth environmental interest and identity developed through relational processes between human and more-than-human beings. As a participant-observer, I tried to focus my attention on learning about learning. But I kept getting pulled from my research to something bigger, something messier. In my essay, I reflect on what it meant for our small group to become naturalists together, juxtaposing the diversity of our human cultures/histories/languages/selves with the diversity of the park, from the soil to the tree canopy. I then draw intimate connections between the twin losses of biological and cultural diversity. By using narrative storytelling, I invite the reader to come on a journey with me through the story of my own ideas, the ideas of the youth and educators I worked with, and the story of the land itself.</p>\",\"PeriodicalId\":47132,\"journal\":{\"name\":\"Cultural Studies of Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9938952/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cultural Studies of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11422-023-10153-8\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CULTURAL STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural Studies of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11422-023-10153-8","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CULTURAL STUDIES","Score":null,"Total":0}
This is a story of becoming. In this creative non-fiction essay, I share a case study of an informal science program for high school aged youth that took place over 5-weeks one summer in an urban park in Pittsburgh, PA, USA. I conducted observations, interviews, and artifact analysis to explore how youth environmental interest and identity developed through relational processes between human and more-than-human beings. As a participant-observer, I tried to focus my attention on learning about learning. But I kept getting pulled from my research to something bigger, something messier. In my essay, I reflect on what it meant for our small group to become naturalists together, juxtaposing the diversity of our human cultures/histories/languages/selves with the diversity of the park, from the soil to the tree canopy. I then draw intimate connections between the twin losses of biological and cultural diversity. By using narrative storytelling, I invite the reader to come on a journey with me through the story of my own ideas, the ideas of the youth and educators I worked with, and the story of the land itself.
期刊介绍:
Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration.
This journal
focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon;
publishes articles that have an explicit and appropriate connection with and immersion in cultural studies;
seeks articles that have theory development as an integral aspect of the data presentation;
establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy;
builds new communities at the interface of currently distinct discourses;
aims to be a catalyst that forges new genres of and for scholarly dissemination;
provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars;
publishes manuscripts that encompass all forms of scholarly activity;
includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.