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I Want to Participate —Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education

Author

Listed:
  • Veronica Bergan

    (Department of Education, Faculty of Humanities, Social Science and Education, UiT The Arctic University of Norway, 9037 Tromsø, Norway)

  • Inger Wallem Krempig

    (School of Sport Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, 9509 Alta, Norway)

  • Tove Aagnes Utsi

    (Department of Arctic and Marine Biology, Faculty of Biosciences, Fisheries and Economics, UiT The Arctic University of Norway, 9509 Alta, Norway)

  • Kari Wallem Bøe

    (Department of Education, Faculty of Humanities, Social Science and Education, UiT The Arctic University of Norway, 9509 Alta, Norway)

Abstract

Learning and development in early childhood is highly dependent on social interaction and exploration through continuous encounters with the real world. Foraging and gardening are outdoor pedagogical practices that have relevance to education for sustainability. Previous work suggests that engagement in such activities can be characterized by the concept “community of practice” (CoP). In this paper, we explore how characteristics of the CoP can be recognized in foraging and gardening projects performed in the Arctic region of Norway, and we discuss how these activities can contribute to social and cultural aspects of sustainability. Data collection included focus group interviews with kindergarten staff (teachers and assistants) and videos taken of foraging and gardening activities with the children. Our data indicate that the hallmarks of CoP, domain, community, and practice, are strongly recognized in these projects through increased interest, social interaction, and agency for learning. This mutual engagement and participation in the CoPs for foraging and gardening connect both staff and children to local food heritage and culture for a sustainable future.

Suggested Citation

  • Veronica Bergan & Inger Wallem Krempig & Tove Aagnes Utsi & Kari Wallem Bøe, 2021. "I Want to Participate —Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education," Sustainability, MDPI, vol. 13(8), pages 1-15, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:8:p:4368-:d:536115
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    References listed on IDEAS

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    1. Martín Bascopé & Paolo Perasso & Kristina Reiss, 2019. "Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development," Sustainability, MDPI, vol. 11(3), pages 1-16, January.
    2. Efrat Eizenberg & Yosef Jabareen, 2017. "Social Sustainability: A New Conceptual Framework," Sustainability, MDPI, vol. 9(1), pages 1-16, January.
    3. Katriina Soini & Joost Dessein, 2016. "Culture-Sustainability Relation: Towards a Conceptual Framework," Sustainability, MDPI, vol. 8(2), pages 1-12, February.
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    Cited by:

    1. Maria Grindheim & Liv Torunn Grindheim, 2021. "Dancing as Moments of Belonging: A Phenomenological Study Exploring Dancing as a Relevant Activity for Social and Cultural Sustainability in Early Childhood Education," Sustainability, MDPI, vol. 13(14), pages 1-17, July.
    2. Orchida Fayez & Hala Ismail & Hadeer Aboelnagah, 2023. "Emerging Virtual Communities of Practice during Crises: A Sustainable Model Validating the Levels of Peer Motivation and Support," Sustainability, MDPI, vol. 15(7), pages 1-19, March.
    3. Elina Weckström & Anna-Leena Lastikka & Sari Havu-Nuutinen, 2022. "Constructing a Socially Sustainable Culture of Participation for Caring and Inclusive ECEC," Sustainability, MDPI, vol. 14(7), pages 1-20, March.
    4. Kezban Özgem & Umut Akçıl, 2022. "An Investigation of Preschool Level Out-of-Class Education Activities in Finland, Estonia, Ireland, and Turkey within the Framework of 21st Century Skills," Sustainability, MDPI, vol. 14(14), pages 1-15, July.

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