Saturday, October 29, 2011
Hall 1-2 (San Jose Convention Center)
Understanding the discourse and communication styles between family members is imperative in the context of communities of learning when addressing biodiversity conservation efforts. Research shows that taking learners on field trips outdoors is not enough to effect change about the natural world. Learning about discourse that naturally takes place within a family as a community of learning posses an opportunity to ask questions that could help inform formal and non-formal educators of potential ways to enhance student experiences during field excursions. Exploring how families interact in outdoor settings will give educators and researchers alike an insight to the dialogue that is occurring and who is doing the talking based on power dynamics. The present study will explore the learning among families with middle school aged children from culturally diverse backgrounds in an outdoor setting through a Critical Inquiry Paradigm. Ecological Theory and Critical Discourse analysis will be used as a venue to explore power dynamics between adults and children as they pursue projects exploring the human impact along the Cache la Poudre River.