Engaging Culturally and Linguistically Diverse Young People through Wild Pedagogies
This is the fourth and final blog in the series which seeks to explore, through an extensive review of the literature, the proposition that ‘wild pedagogies’, as an element of a wider framework of regenerative education, have the potential to reengage CALD young people in the senior years of schooling.
In Blog 1, the crises of the Anthropocene were introduced to contextualise the experiences of Culturally and Linguistically Diverse (CALD) young people in Australian education settings. In Blog 2, I examined some of the challenges and barriers that CALD young people face in the senior secondary years, and the Flexible Learning Programs (FLPs) that show promise in reengaging CALD young people (Ollif & Couch 2005:44; Allen et al. 2018:1). In Blog 3, the concept of wild pedagogy was introduced as a recent conceptual framework under regenerative education (Buckton et al. 2023:826; Jickling et al. 2018:77-105). I discussed the work of the Crex Crex Collective in providing the theoretical foundations to the pedagogy and explored their six key touchstones as a framework (Jickling et al. 2018:77-105). The themes of place-based learning and experiential learning were discussed, showing their facilitation of individualised learning, a sense of agency, well-being, relationality, and curiosity. Using these principles as pillars, Blog 4 will discuss the intersections between wild pedagogies as a concept and CALD young people, by exploring themes of cultural connection, well-being, and individualised learning.
Cultural Connection and Wellbeing
One way in which wild pedagogies might offer solutions in re-engaging CALD young people is through their capacity to foster cultural connections and well-being. CALD young people, particularly those identified as at-risk or refugees, come from diverse cultural backgrounds and experience wide-ranging challenges during acculturation that require individualised support (Godden et al. 2022:3; Van Kooy & Butler 2021:2). These students often report a lack of belongingness, and risk becoming disengaged from education (Allen et al. 2018:1; Sari 2012:1). Influential factors include cultural acceptance, relationships with friends and peers, and the support of parents and the school climate itself (Miller et al. 2017:339; Khawaja & Howard 2019:110; Allen et al. 2018:1; Kovinthan 2016:141).
Flexible Learning Programs (FLPs) show potential in promoting reengagement and a sense of belonging through offering individualised, relational, and culturally sensitive learning (Thomas et al. 2017:443; McGregor & Mills 2011:859). With the benefits of FLPs in mind, the concept of ‘wild pedagogy’ similarly promises to facilitate belongingness, through its provision of experiential learning and place-based learning (Jickling et al. 2018:69). Six possible intersections are explored below.
‘Wild pedagogy’ as a concept could benefit CALD students’ engagement in their senior secondary years by facilitating a sense of belonging. CALD young people facing the challenges of the post-migration phase report a lack of belonging, which is related to factors at the individual, micro and macro level (Allen et al. 2018:5). In the study conducted by Green (2022:84), she discusses the ability of ‘wild pedagogy’ to foster a deep connection with nature and the environment, which promotes a sense of belonging and connection. Moreover, in Krigstin et al.’s (2013:1375) research on the application of the concept to higher education, students identified a sense of connection, comfort, and belongingness when they were outdoors. Furthermore, there is much literature dedicated to the strengths of nature-based activities in improving refugees’ sense of belonging (Rishbeth et al. 2019:125; Herslund 2012:233; Hurly & Walker 2017:260). Indeed, Hurly and Walker’s (2017:260) study found widespread benefits of being outdoors on refugees’ sense of belonging, with one participant stating:
The world is the same. There is no big difference, I felt the camping experience helped me to be part of the country, and enjoy it, and settle in it. (Hurly & Walker 2017:271)
This deep connection with nature, being an essential component of ‘wild pedagogies’, permeates the barriers to inclusion by reminding us of the holistic perception of the environment, to which we all belong.
Furthermore, research literature points to the ability of ‘wild pedagogy’ to promote students’ sense of well-being. CALD young people often experience traumatic events during the migration and resettlement process which is widely understood as detrimental to their well-being (Terhaag & Guy 2020; ECU 2023; BNLA 2023). ‘Wild pedagogy’ and its use of the environment as its classroom has been shown to increase students’ well-being (Krigstin et al. 2023:9).
There is much research on the benefits of outdoor education on refugee students’ well-being (NCM 2017:25; Miller et al. 2022:748; Poulsen et al. 2020:7542). Indeed, studies on refugee students living in Eco-Villages in Denmark boast benefits on relationships, mental health, and well-being (Poulsen et al. 2020:7542).
The concept of ‘wild pedagogy’ may also facilitate cultural understanding and inclusivity. CALD young people come from diverse cultural backgrounds and may have minimal understanding of a new country’s culture (Allen et al. 2018:4). Immersion outdoors encourages critical reflection on cultural perspectives, and challenges dominant cultural ideas (Krigstin et al. 2023:7). As highlighted by Flores (2022), reflection is a key component of outdoor education as it allows for time and connections between outdoor, experiential learning and the daily lives of students. Moreover, in a study on urban outdoor programs conducted by Grimwood et al. (2017:214), they examine the capacity of such programs to “enhance nature connectedness among children but also engender personal and community transformations that extend into other life domains”. These “cultural shifts” might be enabled through the application of ‘wild pedagogy’ principles (Grimwood et al. 2017:210).
Individualised Learning and Language Support
A second way in which the concept of ‘wild pedagogies’ might offer solutions in re-engaging CALD young people in their senior secondary years includes its ability to provide individualised learning and language development. A student’s sense of belonging relates to their academic performance, educational background, and English proficiency (Allen et al. 2018:1; Sari 2012:1). With traditional schooling often unable to meet the English proficiency needs of CALD young people, individualised education, such as that provided in ‘wild pedagogies’ might offer a solution (Schweitzer et al. 2021:594). A strength of ‘wild pedagogies’, as shown by Peterson (2023:51) and Velempini and Kethoilwe (2022:166) is its provision of individualised and holistic learning. Peterson (2021:51), in his study on the application of wild pedagogy principles to an experiential learning program for disengaged high school students, finds the reduced teacher ratios beneficial for the holistic learning of students. Furthermore, in the study conducted by Velempini & Kethoilwe (2022:166) on the application of ‘wild pedagogy’ principles to teacher education, they find learning is enhanced because the outdoor environment promotes individualised learning through encouraging individual interpretations and natural curiosity. Thus, CALD students might benefit from the learner-centred setting that underpins ‘wild pedagogies’.
This individualised and learner-centred environment offers CALD young people the opportunity to develop language skills. Much research literature attests to the benefits of outdoor settings in developing students’ English skills, particularly for those who are just beginning (Lien 2023:3230; Cambridge 2023; Scott et al. 2022:12038). Lien (2023:3230) finds the outdoor setting beneficial for English speaking skills for international students, as the outdoor environment increases staff and student interactions and conversations, boosts confidence and motivation and increases engagement in outdoor contexts. Scott et al. 2022:12038) found similar results in their study on language and communication outcomes for children from time spent outdoors. They highlight that the immersive environment invites the “exploration, creativity and physical challenge that supports the development of these fundamentally important aspects” (Scott et al. 2022:12038).
Building on this, Milena (2017) in her English Made Simple podcast discusses the benefits of learning English through outdoor activities as it promotes key vocabulary used in daily conversations. Moreover, a study on teenagers learning English as a foreign language outdoors, found students had increased levels of confidence, conversations were more reflective of real-life vocabulary, and the learning methods were more engaging (Mhyre et al. 2023:835). This research suggests that the outdoor environment promotes confidence and motivation when learning English communication skills.
Finally, the concept of ‘wild pedagogies’ might benefit CALD students through cross-cultural exchange and inclusivity. As discussed by Straker et al. (2017:109), ‘wild pedagogies’ integrate curriculum and community involvement so that learning is “relevant, culturally sensitive, and inclusive”.
Image Credit: ‘Cultural garden are connecting school kids to Mackay’s indigenous history’, (2022), ABC News
Cutter-Mackenzie (2009:122) discusses the language and culture benefits for students within the Multicultural Schools Gardens programs which run in disadvantaged schools. She finds that not only does the program facilitate “real-life conversations” (Cutter-Mackenzie 2009:130), but it provides a “space for children to talk about their culture whilst speaking and learning English at the same time” (Cutter-Mackenzie 2009:129). This “slowing down” of learning and casual interactions also increased teachers’ cultural awareness and appreciation (Cutter-Mackenzie 2009:131). Brooks et al. (2022:392) conducted a study on the development of the critical consciousness of diverse high school students within outdoor school programs. Students reported widespread notions of inclusivity and relationship development among peers (Brooks et al.2022:403). The outdoor setting in ‘wild’ pedagogical practices may facilitate cross-cultural exchanges and inclusivity, allowing the sharing of perspectives and experiences to increase belongingness (Brooks et al. 2023:401).
Conclusion
This series of blogs has explored the proposition that ‘wild pedagogies’, as an element of a wider framework of regenerative education, have the potential to reengage CALD young people in the senior years of schooling. CALD and refugee young people face unique challenges and barriers in the education setting, with the experience of discrimination and racism, and communication barriers, among other factors, negatively impacting on their sense of belonging. There is an emergent body of research demonstrating the benefits of wild pedagogy approaches in promoting student wellbeing, engagement, communication skills and cross-cultural awareness. This concept would benefit from further research regarding the application of wild pedagogy principles in practical settings, and in examining its use for future education frameworks.
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