nature pedagogies

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EDU40020: Nature Pedagogies Swinburn University Online Name: Priyanka Kumai Student ID: 103683637 Assignment 1: Folio- Storytelling

Indigenous philosophy Aboriginal people suffer through different historical issues but their strong connection and greater knowledge towards their land help them to thrive in their land and make strong connection (Atkinson,2017). They recognise the traditional owner of their land; however, each Indigenous culture has its own believe towards nature. Government has also implemented many policies and statistics such as closing the gap in 2008 to help Aboriginal people to get advantage like other Australians to keep them alive in their land (Indigenous pedagogy-8 ways of learning). The Indigenous Ecological Knowledge ontology refers to living properly in their country with the sense of being and becoming. Aboriginal people are known for keeping things alive through their culture, identity and storytelling. The world view about embedding Aboriginal perspective needs more confidence and knowledge including language, music, materials, and resources to properly implement anywhere in the community, not just once but several times. Indigenous people believe that inviolability of natural world such as flora, fauna and ecological changes are paramount to survive (Pascoe,2014). Indigenous and Torres Strait Islander people strongly hold the believe of human as an owner of this natural world rather than dominator, relationship between them are interconnected and this is spiritual and cultural (Atkinson,2017). Their nature philosophy has that capacity to survive in harsh environment while maintaining core values of nature because they have that flexibility to mend according to nature ecological cycle. They do not think themselves separated from nature but rather part of this lifecycle on Earth. Aboriginal nature philosophy is not different from nature pedagogies because it aligns with most comprehensive interaction with nature through cultural and historical context (Louv, 2005).. In indigenous knowledge system connection between human and nature are effective mutual understanding between them and that understanding is called kinship relationship (Elliott & Young, 2016). Teaching about kinship relationship helps children to respect nature and appreciation towards environment. Storytelling about nature such as dreaming story plays a vital role to deliver knowledge and fostering connections with natural world and stay connected with Aboriginal culture. Montessori education also belief that nature plays a scientific role in children’s life when they experiment practically and teacher role is to encourage children to experiment with nature, in nature and from nature (Taylor,2013).

It is important to implement Indigenous nature philosophy into nature pedagogies in a respectful manner such as by acknowledging Indigenous communities through storytelling (Peter Moss, 2018). When teacher implement such practices within the classroom it should contribute inclusively and in a meaningful way (Pelo,2014). Both Indigenous culture and nature pedagogies promote holistic approach of respecting all living things; however there is slight difference of indigenous culture believes and nature pedagogy that all living things have their sense of agency whereas nature pedagogy seek respect for the diversity of life. Indigenous nature prospective influence my belief because the more I learn the more I got confidence and gain knowledge about Aboriginal communities. It helps me to deliver and share my knowledge about Indigenous culture in a respectful way. Indigenous knowledge system has changed my way of thinking and think deeply about vision and practices in my early childhood setting. When I share any story or implement in my curriculum this knowledge nurtures strong sense of identity and belonging among Aboriginal children . I have learnt how much it is important to acknowledge their effort and the land we are sharing through different songs and stories. When I am reading dreaming stories it allows me to think deeply why it is important to implement within your pedagogy to learn more about identity, land, language and their history. Which is passing through generation and generation. It is important how we can understand Aboriginal perspective as through the journey towards reconciliation. By implementing this philosophy as a teacher, we as a community provide culturally safe place and make them culturally aware (Atkinson). Actions concerning will be implementing traditional ecological knowledge within the curriculum. Multispecies ethnography Multispecies ethnography as a methodology is a practical way to implement in teaching strategies that can facilitate lines of inquiry of how human’s and other species’ performativity and intersectionality are well performed within the nature. Therefore, it is place based and unique to the community. Multispecies ethnography states that humans are not different and separated from other species and are part of the ecosystem which helps them to shape the lives of all environmental species. Multispecies ethnography refers to swarm of organism’s livelihood and are taken

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care by political, cultural and economic forces. This methodology challenges the traditional anthropocentric that only humans have sense of agency, and they only belong to this environment even multispecies ethnography have their own sense of agency and they also explore life like humans however their life and deaths are linked to human social world (Kirksey & Helmreich, 2010). The multispecies ethnography is well collaborated with Indigenous knowledge system as they both demonstrate respect towards nature and human play an important role to nurture the nature. In an early childhood sector teaches are implementing theory of transitioning from following the child to following multispecies connections (Lloro-Bidart, 2018). This methodology provides knowledge & guidelines about how animals and humans affect each other simultaneously to run the ecosystem. Description of the storytelling experience and choice of topic. The topic of storytelling is a dreaming story called Scaly tail possum and Echidna. This story will help children to engage in Australian native species of different unique characteristics. The storytelling scene will setup beautiful with the map of Kimberely area and unique adaptions of their habitat. This story will deliver the message of respect towards nature and the importance of coexistence. Being in nature needs no introduction, it is our part of life that generates from past that our ancestors breathed life into the land. Children develop their oral language by listening different stories through adults (Department of Education and Training [DET], 2009), Learning Outcome 5: Children are effective communicators, acknowledges that communication is a foundation in children’s learning and development: Storytelling are touchstones which revisits past, present, and future to make meaning of this world (Swinburn 4.6 Nature touchstones). This storytelling draws on environmental education to further encourage and enable children’s knowledge towards Indigenous culture and how they used to survive when there were no shops for food, and they have to grab from their land. Living with and knowing that there is uncertainty about environment and one day it will transform their life in future and gave them hope to survive. So, this is the story about scaly tail possum and Echidna. How such animals played survival role in Aboriginal people life and have spiritual believe for over 50,000 years.

Storytelling is the way to critically reflect on complexities of human nature relationship. For imagined stories one does not need certain rules and do not have to be expertise it can flow through teacher and children conversation (young,2015). “ Early childhood educators in Australia are readily embracing the identified need for children to be outside and engaged with nature as part of environmental practice. This is a dominant and unchallenged pedagogy in early childhood education, supported by current policies and frameworks, including Belonging, Being and Becoming” (Young,2015). Describe how you will include the selected philosophy. Possum has always been genesis of Aboriginal and Torres strait islander people and importance of their survival. I am going to tell a story about scaly tailed possum and Echidna. This is a dreaming story, dreaming story means knowledge has been passing to children from generation to generation through storytelling. By integrating dreaming stories within the curriculum helps children to foster cultural understanding and appreciation among all learners (Young,2015). This story relates to Indigenous knowledge system because Indigenous people believe everything belongs to nature even animals play a large role to keep ecosystem going and no one is above nature. This story will help children and develop the understanding of environment and providing the opportunity for children to become responsible for their environment (AGDE, 2022). This story will describe how possum got scaly tail and how Echidna has spikes on their back. The story is called scaly tail possum and Echidna. Indigenous ecological perspective explains a profound understanding of the creation of the world, animals and nature. Dreaming stories are always helps enriching the knowledge about geographic location and location, which this dreaming story will help children to know about Kimberley area in Western Australia. Indigenous philosophy emphasizes the importance of caring of animals and scaly tail possum considered as most vulnerable species due to its habitat so applying this philosophy will help to develop more knowledge about local fauna. Describe how you will include the selected methodology.

This story will address the Indigenous knowledge system along with Multispecies ethnography of methodology with children. Children will learn how important is to share foods around the world. Children will also get deeper understanding and appreciation towards environment that other species are also part of this ecosystem, but their habitat is little different from human being. The chosen story about scaly tail possum and Echidna reflects how important is to conserve and protect the habitat of possum and Echidna from degradation through complex cultural, economies and politics (Lloro-Bidart, 2018). This methodology will also include how to contribute to their wellbeing by going for a bush walk, by observing their habitats and needs. Link for my oral story https://drive.google.com/file/d/14lX6X5FIxDnUL5CmEP26w-4Oue-nWOgw/view? usp=drivesdk Oral story description Once upon a time there lived a Possum and an Echidna near to a big water fall which is surrounded by pandan trees. Pandan is a type of nuts which Aboriginal people used to eat when there were no foods these are the food which animal and people used to eat to survive. So, back on the story, there was a really big pandan tree with lots of pandan nuts on it and there lived a possum because that was his favourite fruit, and he does not like to share with anyone. One morning he felt little hungry, so he ate lots of pandan nuts and he felt thirsty, so he went near to waterfall to drink some water. In between Echidna was moving around the tree and he saw some yummy green pandan nuts, so he decided to try some. Then he jumped on the tree and started munching and he really liked it. While Echidna was munching pandanus possum came to tree and he saw Echidna is munching pandan fruit’s yum yum yum delicious…. Then he shouted what are you doing on my tree, why are you eating my fruits? This is mine get off from here. Then, both started fighting for the fruits and gone into big argument. After some time, Echidna started slipping off from the tree by holding possum scaly tail and possum was like hey get off from tail its

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hurting than possum started kicking so that Echidna can leave his tail. He was still holding his tail than Possum kicked him one last time and Echidnas fell off from the tree to the prickly grass. All the prickly leaves stuck into the Echidna back. Now punishment for the Echidna is that he must stay on the ground. This story will embrace Aboriginal culture and help keeping Aboriginal culture alive. Introduction This story aligns with Indigenous perspective and multispecies ethnography as a methodology. This story is a dreamtime story that means this story is still existed before and now and we can learn more about these traditions and culture now(qcaa,2023). The story will explain how scaly tail Possum and Echidna, these two non-human species got two different features after Echidna stole the Possums food and both got punished by the great spirit Wandjina. During this oral storytelling process children will go for a bush walk somewhere near where children can see possum and Echidna. After that teacher will spread the mat somewhere safe and start storytelling with Echidna and Possum puppet. The Early Years Learning Framework encourage teachers to share oral stories about Aboriginal culture. It is a valuable practice to develop language and cultural diversity as well as respect towards non-human species (DET,2019). Prepared question My objectives are tunnelling into the ethical and moral consideration for how the animals and human are same in terms of sharing food and affect each other to survive. There is no difference among us as human and non-human species because we share environment to survive. Our aim is to learn more about Echidna and scaly tail possum and how to conserve their habitat. How the punishment was given to them by great spirit Wandjina to both the species. We will also question like Ques: Where can we find scaly tail possum? Ans; Kimberly area in western Australia

Ques: What do you think what could scaly tail possum and Echidna have done differently to protect themselves from punishment? Ques: Was it a good idea to have argument on the tree? Teaching strategies Teachers can use GPS tracking before going for bush walk, it will help to develop children’s knowledge of which land they are standing and acknowledge the elders of that land. While on the walk teacher can encourage children to observe different animals, stones barks and help them to collect to create a natural and safe habitat for possum and Echidna. Teacher will guide throughout this process of asking different questions that will help children to think critically and develop their oral language (Fellowes & Oakley,2014). This process will help children to enquire more about other animals. Inquiry based learning will help children to form deeper understanding about native animals of Australia and this learning will keep going (Queensland Education (2023). There are so many learning opportunities comes from this story such as how important is to share foods around the world otherwise the conclusion will be different. Conclusion This storytelling explores the Australian native animals which directly connects to Indigenous knowledge system philosophy and Multispecies ethnography. In this storytelling process children explores native animals of Australia which has been part of this land from 50,000 years. This has also extended on exploring habitat of these animals and how important is to conserve their habitat as human lives are intertwined with this species and nature which is directly linked to multispecies methodology. This storytelling learning experience define who we are and how human and non-human species has their own identity.

References (Department of Education and Training [DET], 2009), Learning Outcome 5: Children are effective communicators, acknowledges that communication is a foundation in children’s learning and development: Atkinson, S. (2017). Possum skin pedagogy: A guide for early childhood practitioners . Retrieved from https://fka.org.au/cms_uploads/docs/possum- skin-pedagogy--a-guide-for-early-childhood-practitioners--journeys-and- outcomes.pdf Atkinson, S. (2017). Possum skin pedagogy: A guide for early childhood practitioners . https://fka.org.au/cms_uploads/docs/possum-skin-pedagogy-- a-guide-for-early-childhood-practitioners--journeys-and-outcomes.pdf Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0) . Australian Government Department of Education for the Ministerial Council. Elliott, S., & Young, T. (2016). Nature by Default in Early Childhood Education for Sustainability. Australian Journal of Environmental Education, 32 (1), 57-64. doi:10.1017/aee.2015.444 Fellowes, J. & Oakley, G. (2014). Language literacy and early childhood education. South Melbourne, VIC: Oxford University Press Indigenous Pedagogy - 8 Ways of Pedagogy - YouTube Kirksey, E., & Helmreich, S. (2010). The emergence of multispecies ethnography. Cultural Anthropology , 25(4), 545– 576. https://doi.org/10.1111/j.1548-1360.2010.01069.x Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin books. Moss, P. (2018). Alternative narratives in early childhood: An introduction for students and practitioners . Routledge. Pascoe, B. (2014). Dark emu black seeds: Agriculture or accident? Magabala Books. Pelo, A. (2014). A Sense of Wonder: Cultivating an Ecological Identity in Young Children-and in Ourselves. Canadian Children, 39 (2). https://doi.org/10.18357/jcs.v39i2.15218

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Queensland Government. (2023). Inquiry learning. Early Childhood Education and Care . https://earlychildhood.qld.gov.au/early-years/age-appropriate- pedagogies/approaches/inquiry-learning Storytelling in Aboriginal and Torres Strait Islander cultures . (2023, August 15). Retrieved August 25, 2023 from https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait- islander-perspectives/resources/storytelling Taylor, A. (2013). Reconfiguring the natures of childhood . Taylor & Francis Group Young, T. (2015). Can we see past what we imagine in early childhood education? EINGANA Journal of the Victorian Association for Environmental Education, 38 , 17–21.

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