We argue for the notion of egomorphism as an inexorable discursive element in/for children’s interspecies encounters mediated by nature interpreters. We do so by examining the discourses of a public environmental educator in Canada and a dolphin trainer in a marine park in Portugal while mediating such pedagogical experiences. Our analytical work contributes to expanding the understanding of how human–nonhuman interactions can create opportunities in science and environmental education to disrupt the notion that humans are superior and therefore removed from other animals.
Purchase
Buy instant access (PDF download and unlimited online access):
Institutional Login
Log in with Open Athens, Shibboleth, or your institutional credentials
Personal login
Log in with your brill.com account
Beck, L., & Cable, T. (2011). Expanding our interpretive perspectives. In Proceedings from Zoos, Wildlife Parks, and Aquaria InterpNET Conference.
Berger, J. (1980). About looking. London: Writers and Readers.
Berger, P., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Anchor Books.
Bergman, M. (2009). Peirce’s philosophy of communication. New York: Continuum.
Cater, C. (2010). Any closer and you’d be lunch! Interspecies interactions as nature tourism at marine aquaria. Journal of Ecotourism, 9(2), 133-148.
Curry, P. (2006). Ecological ethics: An introduction. Cambridge, UK: Polity Press.
Darwin, C. (1872). The expression of the emotions in man and animals. London, UK: Murray.
De Waal, F. (2016). Are we smart enough to know how smart animals are? New York: W. W. Norton.
Desmond, J. (1999). Staging tourism: Bodies on display from Waikiki to Sea World. Chicago: University of Chicago Press.
Dohn, N. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337-357.
Edwards, D. (2005). Discursive psychology. In K. Fitch and R. Sanders (Eds.), Handbook of language and social interaction (pp. 257-273). London: Lawrence Elbaum.
Elliot, N. (2006). Mediating nature. New York: Routledge.
Fennell, D. (2012). Tourism and animal ethics. New York: Routledge.
Gendlin, E. (1985). Crossing and dipping: Some terms for approaching the interface between natural understanding and logical formulation. Minds and Machines, 5(4), 547-560.
Habermas, J. (1987). Teoría de la acción comunicativa, II: Crítica de la razón funcionalista. Madrid, Spain: Grupo Santillana de Ediciones.
Haluza-DeLay, R. (2013). Educating for environmental justice. In R. Stevenson, M. Brody, J. Dillon, and A. Wals (Eds.), International handbook of research on environmental education (pp. 394-403). New York: Routledge.
Heuer, K. (Ed.). (2002). The lost notebooks of Loren Eiseley. Lincoln, NE: University of Nebraska Press.
Ingold, T. (1992). The perception of environment. Essays on livelihood, dwelling and skill. London, UK: Routledge.
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13-31). Amsterdam, Netherlands: Benjamins.
Kohn, E. (2013). How forests think: Towards an anthropology beyond the human. Berkeley, CA: University of California Press.
Lewontin, R. C. (1982). Organism and environment. In H. C. Plotkin (Ed.), Learning, development and culture (pp. 151-170). New York: Wiley.
Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
Martusewicz, R., Edmundson, J., & Lupinacci, J. (2011). Ecojustice education: Toward diverse, democratic, and sustainable communities. New York: Routledge.
McKibben, B. (1990). The end of nature. New York: Anchor Books.
Milton, K. (2002). Loving nature: towards an ecology of emotion. London, UK: Routledge.
Milton, K. (2005). Anthropomorphism or egomorphism? The perception of nonhuman persons by human ones. In J. Knight (Ed.), Animals in person: Cultural perspectives on human-animal intimacies (pp. 255-271). Oxford, UK: BERG.
Ministério da Educação e Ciência. (1991). Programa ciências da natureza: Plano de organização do ensino-aprendizagem (Vol. II, Ensino Básico 2o Ciclo). Lisboa, PT: Imprensa Nacional Casa da Moeda. Available at http://metasdeaprendizagem.dge.mec.pt/wp-content/uploads/2010/09/programa_C_Natureza_2Ciclo.pdf.
Monteiro, R., Carrillo, J., & Aguaded, S. (2010). Teacher scripts in science teaching. Teaching and Teacher Education, 26(6), 1269-1279.
Myers, O., & Saunders, C. (2002). Animals as links toward developing caring relationships with the natural world. In P. Kahn and S. Kellert (Eds.), Children and nature: Psychological, sociocultural and evolutionary investigations (pp. 153-178). Cambridge, UK: MIT Press.
Neves, J., & Monteiro, R. (2014). How full is your luggage? Background knowledge of zoo visitors regarding sharks. Environmental Education Research, 20(3), 291-312.
Oakley, J., Watson, G., Russel, C., Cutter-Mackenzie, A., Fawcett, L., Kuhl, G., Russel, J., van der Waal, M., & Warkentin, T. (2010). Animal encounters in environmental education research: Responding to the “question of the animal”. Canadian Journal of Environmental Education, 15, 86-102.
Ontario Ministry of Education. (2007). The Ontario curriculum grades 1-8: Science and technology. Toronto, ON: Queen’s Printer for Ontario.
Palmer, J., & Neal, P. (1994). The handbook of environmental education. London, UK: Routledge.
Plumwood, V. (2002). Environmental culture: The ecological crisis of reason. New York: Routledge.
Reis, G., & Guimaraes-Iosif, R. (2012). The death and life of a school-based environmental education and communication program in Brazil: Rethinking educational leadership and ecological learning. Applied Environmental Education and Communication, 11(3-4), 123-132.
Reis, G., & Roth, W.-M. (2007). Environmental education in action: a discursive approach to curriculum design. Environmental Education Research, 13(3), 307-327.
Reis, G., Ng-A-Fook, N., & Glithero, L. (2015). Provoking ecojustice: taking citizen science and youth activism beyond the school curriculum. In M. Mueller & D. Tippings (Eds.), Ecojustice, citizen science and youth activism (pp. 39-61). New York: Springer.
Serpell, J. (2005). People in disguise: Anthropomorphism and human-pet relationship. In L. Daston and G. Mitman, Thinking with animals: New perspectives on anthropomorphism (pp. 121-136). NYC: Columbia University Press.
Servais, V. (2005). Enchanting dolphins: An analysis of human-dolphin encounters. In J. Knight (Ed.), Animals in person: Cultural perspectives on human-animal Intimacies (pp. 211-229). New York: Berg.
Siegler, R. S., & Alibali, M. W. (2005). Children’s thinking. Englewood Cliffs, NJ: Prentice-Hall.
Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books.
Sztybel, D. (2008). Animals as persons. In J. Castricano (Ed.), Animal subjects: An ethical reader in a posthuman world (pp. 241-257). Waterloo, Ontario: Wilfrid Laurier University Press.
Venville, G. (2004). Young children learning about living things: A case study of conceptual change from ontological and social perspectives. Journal of Research in Science Teaching, 41(5), 449-480.
Vergou, A., & Willison, J. (2016). Relating social inclusion and environmental issues in botanic gardens. Environmental Education Research, 22(1), 21-42.
Vining, J., Merrick, M., & Price, E. (2008). The distinction between humans and nature: Human perceptions of connectedness to nature and elements of the natural and unnatural. Human Ecology Review, 15(1), 1-11.
Wallace, K. (2012). Environmental story-telling with dirty hands. Education Review, 2(2), 8-9.
Warkentin, T., & Fawcett, L. (2010). Whale and human agency in world-making: Decolonizing whale-human encounters. In R. Acampora (Ed.), Metamorphoses of the zoo: Animal encounter after Noah (pp. 103-121). Lanham, MD: Lexington Books.
Wertsch, J. (2007). Mediation. In H. Daniels, M. Cole, and J. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 178-192). Cambridge, UK: Cambridge University Press.
Wijeratne, A. J., Van Dijk, P. A., Kirk-Brown, A., & Frost, L. (2014). Rules of engagement: The role of emotional display rules in delivering conservation interpretation in a zoo-based tourism context. Tourism Management, 42, 149-156.
All Time | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 511 | 143 | 7 |
Full Text Views | 51 | 18 | 2 |
PDF Views & Downloads | 92 | 25 | 5 |
We argue for the notion of egomorphism as an inexorable discursive element in/for children’s interspecies encounters mediated by nature interpreters. We do so by examining the discourses of a public environmental educator in Canada and a dolphin trainer in a marine park in Portugal while mediating such pedagogical experiences. Our analytical work contributes to expanding the understanding of how human–nonhuman interactions can create opportunities in science and environmental education to disrupt the notion that humans are superior and therefore removed from other animals.
All Time | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 511 | 143 | 7 |
Full Text Views | 51 | 18 | 2 |
PDF Views & Downloads | 92 | 25 | 5 |