Connecting children to nature through the integration of Indigenous Ecological Knowledge into Early Childhood Environmental Education

Abstract

In this paper, we draw on the ontology and epistemology of the local Kasena ethnic group in Northern Ghana to explore Early Childhood Environmental Education. The study, taking place in Boania Primary School, drew on the concept of two-eyed seeing, where both western and Indigenous epistemologies and ontologies were taught. In this way, Indigenous Ecological Knowledge was integrated into the Early Childhood Environmental Education programme for the Kindergarten two classroom environmental studies topics. Two Indigenous Elders led the integration of local knowledge into environmental studies topics by visiting the school to teach the children through taking them outdoors for learning activities. After this, in-depth interviews were held with the teacher, Indigenous Elders, and nine children regarding their experiences. The purpose of the study was to explore how Indigenous Ecological Knowledges can help instil in children positive environmental attitudes and values, while also connecting them to nature and offering them a more relational understanding of human to nature relationships. Based on the Indigenous cultural framework of respect, reciprocity, and responsibility towards nature, the findings show that the integration of Indigenous Ecological Knowledge into environmental education has the potential to improve our relationships with the environment.

Indigenous philosophy in environmental education

“…Acharibasam and McVittie (2022), compose the article “Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education.” They report the use of local Kasena cultural knowledge and ways of knowing and being in Early Childhood Environmental Education in Boania Primary School Northern Ghana. They describe the notion of two-eyed seeing, using both western and Indigenous ontologies and epistemologies (so that children become competent in each), to integrate Indigenous Ecological Knowledge alongside western knowledge sets.…”

“…Their practical approach is grounded in kindness, navigating their own collective research practices which they hope will inspire others. Acharibasam and McVittie (2022), compose the article "Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education." They report the use of local Kasena cultural knowledge and ways of knowing and being in Early Childhood Environmental Education in Boania Primary School Northern Ghana.…”

Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana

“…He avers that its essential to target environmental education at the early developmental stages of children, what he refers to as 'catching them young'. He is not far from the truth because the early childhood stage is said to be the most critical stage where children could be assisted to connect to nature and its abounding biological diversities [19]. After all, it is within the childhood stages that their individual personalities are formed [20].…”

Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana

“…In the case of Ghana, Eshun (2011) explored how the Sankofa postcolonial methodology with emphasis on the use of interpretative poems based on traditional knowledge systems in Ghana could be used for environmental education. Similarly, Acharibasam and Mcvittie (2021) explored the potential of incorporating indigenous knowledge into the Western knowledge that has dominated environmental education in Ghana by introducing the two-eyed seeing methodology. This methodology for environmental education incorporates indigenous folk stories, elders as additional instructors for environmental education in classrooms and the linking of content on environmental education in the curriculum to the local cosmovision in Ghanaian communities.…”