{"title":"2050年无捕食者和教学法:新西兰奥特罗阿介绍捕食者的教学","authors":"Alexandra Palmer, Sally Birdsall","doi":"10.1080/00958964.2023.2254722","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"17 1","pages":"0"},"PeriodicalIF":1.7000,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Predator free 2050 and pedagogy: Teaching about introduced predators in Aotearoa New Zealand\",\"authors\":\"Alexandra Palmer, Sally Birdsall\",\"doi\":\"10.1080/00958964.2023.2254722\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":47893,\"journal\":{\"name\":\"Journal of Environmental Education\",\"volume\":\"17 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-09-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Environmental Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00958964.2023.2254722\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00958964.2023.2254722","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
摘要入侵物种对生物多样性构成威胁,并成为一些保护教育项目的特征。然而,关于如何教授这门困难的学科存在争议。本文以新西兰奥特罗阿(Aotearoa New Zealand, NZ)引进性哺乳动物捕食者的教育为例,探讨了教育的视角。我们对18位新西兰教育工作者和动物福利倡导者进行了半结构化访谈,并以新西兰一个更广泛的食肉动物控制项目的材料补充了这些数据。我们的数据表明,教育应该:1)鼓励尊重所有动物,即引进的掠食者不应该被妖魔化,必须被人道地杀死;2)让孩子形成自己的观点,例如是否要参与诱捕;3)设计适合特定环境的项目,例如农村与城市。然而,也存在分歧,例如,儿童可能在什么年龄开始诱捕,以及引导学生得出特定的结论是否与使他们的代理能力相一致。关键词:保护教育环境伦理人兽关系教育入侵物种控制野生动物管理数据可用性声明出于保密原因,数据不能公开。披露声明作者未报告潜在的利益冲突。该项目由捕食者自由2050有限公司资助。这项研究的费用由奥克兰大学跨学科创新基金资助。
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.
期刊介绍:
Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.