It has been over fifteen years since Louv (2005) stated that children were suffering from ‘nature deficit disorder’’ and Miller (2005) warned of the damaging effects of biodiversity loss as people become increasingly disconnected from nature. Since then, numerous studies have aimed to improve children’s nature connection (Barrable and Booth, 2020). However, there are those […]
Glenn Dene discusses his book, ‘Behind the Mask’, which documents photographs of staff at the Nevill Hall Hospital, Abergavenny, working through the Covid-19 pandemic. Glenn answers questions about the book, his views on the NHS and how his education impacted on his life. 1) What is your book about? ‘Behind the Mask’ is a collection […]
In the second of our blog series, Dr. Dylan Adams shares his thoughts and reflections regarding the liminal nature that the COVID-19 crisis has brought to society and education. Rhetoric as a result of the crisis is awash with dire consequences associated to the pandemic, but does this liminality represent an opportunity to change society […]
Evidence shows that children are increasingly becoming disconnected from nature (Bragg, 2013; ; Charles, 2018; Moss, 2012; Ridgers, Knowles and Sayers, 2012; Sobel, 2008; Waite et. al. 2016). Louv (2011|) calls this situation immoral and unethical and states that “we need to give nature back to our children and ourselves” (p.268). Nevertheless, it is argued […]
Neoliberalism has dictated policies and attitudes in higher education for well over a decade (Hursh and Wall, 2011; Lynch, 2006; Sanders-McDonagh and Davis, 2018). Within the neoliberal model “the individual (rather than the nation) is held responsible for her or his own well-being.” (Lynch, 2006, p. 1). However, In Wales the Well-being of Future Generations […]
This paper explores how children’s music making outdoors involved interactivity with nature (Adams and Beauchamp, 2018). Children from five primary schools in South-East Wales made music in various outdoor rural locations. These activities were video-recorded and after their musical performances, the children were interviewed using video-stimulated reflective dialogue (VSRD) in semi-structured interviews. Their teachers also […]