Learning with environments: Developing an ecological psychology inspired relational pedagogy

Article


Phillips, Louise Gwenneth and Finn, Roxanne. 2022. "Learning with environments: Developing an ecological psychology inspired relational pedagogy." Pedagogies: an international journal. 17 (1), pp. 18-36. https://doi.org/10.1080/1554480X.2020.1781639
Article Title

Learning with environments: Developing an ecological psychology inspired relational pedagogy

ERA Journal ID20756
Article CategoryArticle
AuthorsPhillips, Louise Gwenneth and Finn, Roxanne
Journal TitlePedagogies: an international journal
Journal Citation17 (1), pp. 18-36
Number of Pages18
Year2022
Place of PublicationUnited States
ISSN1554-480X
1554-4818
Digital Object Identifier (DOI)https://doi.org/10.1080/1554480X.2020.1781639
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/1554480X.2020.1781639
Abstract

A disconnect from environments has largely dominated educational discourse and policy. Attention to place and environment in education has gained momentum recently through several relational theories. Application of these theories in education notes the materiality and relationality of pedagogy, though often without specificity as to what the pedagogy is–how it is enacted and what guides such pedagogy. For pedagogical direction in enlivening learning with environments, this paper looks to the potential of ecological psychology theories of affordances and developing specificity via perception and action with environments. To illustrate such, we offer reflections on the pedagogical gap from a teacher education project that attunes preservice teachers to the potential for learning by engaging with spaces produced for children by artists. We then look closely to the pedagogical practices of an artist working with children in a primary school maker space-oriented program. Inspired by ideas from ecological psychology, we identify four pedagogical principles in practices of responsive learning with environments and suggest these as a possible pedagogical framework for eliciting embodied, emplaced, relational, and integrated learning with environments.

KeywordsAffordance theory; Artists as pedagogues; Ecological Psychology; learning environments
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FunderUniversity of Southern Queensland
Byline AffiliationsJames Cook University
University of Southern Queensland
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