Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment

Abstract

Connectedness to nature is a reflection of the human-nature relationship. Positive experiences and emotional connections to nature in childhood have been shown to increase the likelihood of positive attitudes towards the environment in adults. These, in turn, are an essential part of our ability to meet the challenges of the current environmental crisis.In light of the importance of understanding and fostering the nature connectedness of children, our study sought to investigate this connection among students from an indigenous community, whose relationship with nature is influenced by a variety of cultural, social and environmental factors, not least of which is the fact that the environment in which they live is highly contaminated. We asked 294 fifth and sixth grade students (130 boys and 164 girls) who live in the Bedouin villages in Israel's Negev desert to complete an open questionnaire that had been specifically developed to elicit detailed information about these particular students' connection to nature.Our analysis of the students' responses showed that students living in the Bedouin villages have ambivalent and complicated feelings about their connection to nature. Quantitative analyses showed that the students enjoy nature and spend a great deal of time outdoors, but that their awareness of their environment's contamination also leads them to avoid contact with natural spaces and fosters the sense that they lack the ability to take responsibility for their environment. A gender comparison showed some significant differences, with girls showing a greater nature enjoyment, empathy towards living creatures and sense of responsibility than boys, while boys mention more direct experiences in nature than girls. Qualitative analysis of the students' explanations showed that their nature connectedness was affected by a wide range of influences, including cultural and social factors (religious beliefs, traditionally distinctive gender roles, tribal territory and affiliation), and the various facets of their daily experience in a highly rural environment (weather conditions, playing in nature, instrumental views of nature).

How Education Can Be Leveraged to Foster Adolescents’ Nature Connection

“…The results of various survey studies show that girls score slightly higher on nature connection than boys. Girls also seem to be more concerned about nature and the environment than boys are (Sedawi et al, 2020). They also value nature more than boys do, although boys like the activities that take place outdoors more than girls (Sedawi et al, 2020).…”

“…Adolescents from families with lower socio-economic status (SES) tend to have less opportunity to engage in natural outdoor environments (Sedawi et al, 2020). They gain less nature experience as they grow up, while research has consistently regarded childhood and adolescence as the most important formative experience to lay a foundation for environmentalism.…”

Integrating Local Science and School Science: The Benefits for Preserving Local Wisdom and Promoting Students’ Learning

“…& Redjeki, 2017). Students have a sense of responsibility for their environment's state as something they have to preserve (Sedawi et al, 2020). This approach can help promote students' awareness of the importance of respecting the traditions and beliefs of indigenous societies (Archila et al, 2021).…”

Integrating Local Science and School Science: The Benefits for the Preservation of Local Wisdom and Promoting Students’ Learning

“…& Redjeki, 2017). Students' have a sense of responsibility for the state of their environment as something that they have to preserve (Sedawi et al, 2020). This approach can be useful for promoting students' awareness of the importance of respecting the traditions and beliefs of indigenous societies (Archila et al, 2021).…”