The Public Pedagogy of Neighborhood Facebook Communities: Negotiating Relations with Urban Coyotes

Autor/inn/en	Lloro, Teresa; Hunold, Christian
Titel	The Public Pedagogy of Neighborhood Facebook Communities: Negotiating Relations with Urban Coyotes
Quelle	In: Environmental Education Research, 26 (2020) 2, S.189-205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lloro, Teresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2019.1690637
Schlagwörter	Neighborhoods; Social Networks; Social Media; Computer Mediated Communication; Urban Areas; Environmental Education; Teaching Methods; Ethnography; Role; Wildlife; Safety; Animal Behavior; Animals; Pennsylvania (Philadelphia); California + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Social network; Soziales Netzwerk; Soziale Medien; Computerkonferenz; Urban area; Stadtregion; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Rollen; Sicherheit; Tierverhalten; Animal; Tier; Tiere; Kalifornien
Abstract	Community and city Facebook pages have proliferated in popularity in the last several years, offering a forum for residents to openly and publicly negotiate relations with urban wildlife, including coyotes. Contemporary shifts in North American coyote geographies (and the concomitant rise in community social media sites) thus open up interesting possibilities for exploring how public pedagogies might challenge problematic human-nature and urban-wild binaries. We begin this article by articulating why studying urban coyotes is an important task for the field of environmental education. Next, we develop our nascent theoretical framework of interspecies public pedagogy, which draws on theories of public pedagogy and naturecultures. We follow by methodologically situating this research within diverse ethnographic approaches, which we use to study Facebook community pages in two U.S. cities, Philadelphia, PA and Chino/Chino Hills, CA. Our analysis demonstrates how the pedagogical strategies residents employ encourage debates about how their lives are entangled with coyotes, land, and other people, and yet are limited in that they do not completely redefine the role of public urban spaces. Before discussing the implications of this research, we briefly explore some possibilities for interspecies public pedagogies in real-life public spaces, as well as in cyberspace. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01