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Future Shock, Generational Change, and Shifting Eco-social Identities: Forest School Practitioners’ Reasons to Train

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Research Handbook on Childhoodnature

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Why do Forest School (FS) practitioners choose their vocations? What role do significant life experiences (SLE) play in their choices? This chapter investigates some of the reasons behind their choices, as described by an ethnography of FS trainees (2010–12) using qualitative interviews and observation. Arising from the study, a new conceptual model of eco-social identity is described, framing the ongoing construction of self as part of nature. Environmental and socio-cultural influences are explored, including both negative and positive experiences, drawing on SLE research. Identity formation based upon life experience had an impact upon the trainees’ choices and yielded some surprising similarities. Early childhood and adult experience in the wider natural world, role purpose, generational change, environmental loss, future shock, and a passion for pedagogy motivated the practitioners. The study contributes new insights into the impact of FS and similar training, the influence of socialization, environmental loss and degradation, future anticipation, ecological identity, and subjectivity in childhoodnature practice.

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Author information

Authors and Affiliations

  1. Department of Education and Childhood, Faculty of Arts, Creative Industries and Education, University of the West of England, Bristol, UK

    Mel McCree

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  1. Mel McCree
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Correspondence to Mel McCree .

Editor information

Editors and Affiliations

  1. School of Education, Sustainability Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Gold Coast Campus, Coolangatta, QLD, Australia

    Amy Cutter-Mackenzie-Knowles

  2. Department of Education, Faculty of Health, Arts and Design, Swinburne University of Technology, Melbourne, VIC, Australia

    Karen Malone

  3. Department of Education, University of Bath, Bath, UK

    Elisabeth Barratt Hacking

Section Editor information

  1. School of Design, Creative Industries Faculty, Queensland University of Technology, Brisbane, Australia

    Debra Flanders Cushing

  2. The Eden Project, Cornwall, UK

    Robert Barratt

  3. Department of Education, University of Bath, Bath, UK

    Elisabeth Barratt Hacking

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McCree, M. (2020). Future Shock, Generational Change, and Shifting Eco-social Identities: Forest School Practitioners’ Reasons to Train. In: Cutter-Mackenzie-Knowles, A., Malone, K., Barratt Hacking, E. (eds) Research Handbook on Childhoodnature . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-67286-1_101

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