Outbreaks of emerging infectious disease are a constant threat. In the last 10 years, there have been outbreaks of 2009 influenza A (H1N1), Ebola virus disease, and Zika virus. Stigma associated with infectious disease can be a barrier to adopting healthy behaviors, leading to more severe health problems, ongoing disease transmission, and difficulty controlling infectious disease outbreaks. Much has been learned about infectious disease and stigma in the context of nearly 4 decades of the human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome pandemic. In this paper, we define stigma, discuss its relevance to infectious disease outbreaks, including how individuals and communities can be affected. Adapting lessons learned from the rich literature on HIV-related stigma, we propose a strategy for reducing stigma during infectious disease outbreaks such as Ebola virus disease and Zika virus. The implementation of brief, practical strategies such as the ones proposed here might help reduce stigma and facilitate more effective control of emerging infectious diseases.
The nature-based excursion has been a significant teaching strategy in environmental education for decades. This article draws upon empirical data from a collaborative research project where teachers were encouraged to visit natural areas to provide an understanding of their roles and experiences of planning and enacting excursions. The analysis indicates that teachers' sensitisation towards place was aided by collaboration, advance planning visits, and the very practice of making place-responsive excursions with pupils. The authors build on the analysis to propose a theory of place-responsive pedagogy. At its core, place-responsive pedagogy involves the explicit efforts to teach by-means-of-an-environment with the aim of understanding and improving humanenvironment relations. Some implications for teacher professional development are offered.
Place-based and place-responsive approaches to outdoor learning and education are developing in many countries but there is dearth of theoretically-supported methodologies to take a more explicit account of place in research in these areas. In response, this article outlines one theoretical framing for place-responsive methodologies for researching outdoor learning and education. We exemplify how this might work in practice with data and analysis from one suggested place-responsive research method: the walking interview. Implications and consequences are explored for how outdoor learning might be researched more widely
This article explores the various ways that teachers and learners can navigate different learning worlds with the support of digital tools. Increasingly, teaching and learning takes place in spaces beyond the classroom, whether physical or virtual. Place, navigation and movement have all been recognised as important concepts in approaches to understanding how we learn in and across places. With our postgraduate cohort of in-service teachers from across New Zealand, we have been exploring forms of learning that engage in the exploration of other spaces, using a range of digital tools. Google Tour Builder has allowed creative global navigation in a virtual space, Google Expeditions has given teachers an opportunity to integrate virtual reality into their classrooms, and Actionbound has exposed them to the use and design of situated outdoor learning activities with geolocated augmented content. Our article is based around participant interactions on social media that express their responses and creativity using mobility in physical spaces and the navigation of virtual spaces. Based on these interactions, we reflect on the nature of pedagogy in technology-redefined activities that involve senses of both place and navigation, structuring our analysis along two continua of physical accessibility and the extent of world knowledge.
Drawing on New Materialist frameworks for environmental and sustainability education, we extend and deepen our understanding of contemporary place-responsive pedagogies in the light of our human-impacted geological epoch, the Anthropocene, and its allied environmental concerns. Empirically, we explore for the first time in a new and original way, the role of the more-than-human in educators' planning and enactment of place-responsive pedagogies. We show that place-responsive pedagogies are derived from ongoing attunements reciprocally made by all participants to each other -educators, learners, and the more-than-human -and between the place of learning and these participants. Findings show that these attunements emerge from socio-environmental processes and features of a place, but this article also shows the critical importance of (i) what educators and learners are able to notice and respond to, (ii) how educators choose to build upon this noticing and response-making, and (iii) how they actively incorporate the agencies of the more-than-human into teaching and learning. Wider implications for researching environmental and sustainability education are considered.
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