Human-Animal Relationships in Literacy Education: Reading the Australian Magpie

Appleby, R

Human-Animal Relationships in Literacy Education: Reading the Australian Magpie

Appleby, R

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Publisher:: UTSePress
Publication Type:: Journal Article
Citation:: Literacy and Numeracy Studies, 2020, 28, (1), pp. 6-16
Issue Date:: 2020-12-07

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Field	Value	Language
dc.contributor.author	Appleby, R https://orcid.org/0000-0003-4491-347X
dc.date.accessioned	2022-09-07T07:10:15Z
dc.date.available	2022-09-07T07:10:15Z
dc.date.issued	2020-12-07
dc.identifier.citation	Literacy and Numeracy Studies, 2020, 28, (1), pp. 6-16
dc.identifier.issn	1035-4727
dc.identifier.issn	1839-2903
dc.identifier.uri	http://hdl.handle.net/10453/161467
dc.description.abstract	This paper presents a case for the inclusion of human-animal relationships as a focus for literacy education. It outlines the ways in which language is implicated in human alienation from nature in a modern technology-focused life, and discusses the effects of nature-deficit disorder on human well-being. It calls for an ‘entangled pedagogy’ that attends to stories of local wildlife, and points to the importance of such a pedagogy for particular groups of literacy learners, including international students, new migrants and recent refugees, who may be unfamiliar with the flora and fauna of their new environment. As an example of entangled pedagogy the paper presents ideas for literacy lessons based on the iconic Australian magpie whose relationship with humans is, at times, problematic.
dc.language	en
dc.publisher	UTSePress
dc.relation.ispartof	Literacy and Numeracy Studies
dc.relation.isbasedon	10.5130/lns.v28i1.6958
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy
dc.title	Human-Animal Relationships in Literacy Education: Reading the Australian Magpie
dc.type	Journal Article
utslib.citation.volume	28
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-09-07T07:10:13Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	28
utslib.citation.issue	1

Abstract:

This paper presents a case for the inclusion of human-animal relationships as a focus for literacy education. It outlines the ways in which language is implicated in human alienation from nature in a modern technology-focused life, and discusses the effects of nature-deficit disorder on human well-being. It calls for an ‘entangled pedagogy’ that attends to stories of local wildlife, and points to the importance of such a pedagogy for particular groups of literacy learners, including international students, new migrants and recent refugees, who may be unfamiliar with the flora and fauna of their new environment. As an example of entangled pedagogy the paper presents ideas for literacy lessons based on the iconic Australian magpie whose relationship with humans is, at times, problematic.

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http://hdl.handle.net/10453/161467