Other knowings and experiencing otherness: Children’s perspectives of playing a hunting game in a nature reserve
This research study explored the experiences of children (aged 9–10 years), from four different primaryschools, playing a hunting game in a nature reserve. Previous research shows that children’s play in greenspaces can provide a number of benefits to children. However, there is a lack of research into children’sexperiences of playing in bio-diverse environments. This study sought to find out how children (aged 9–10years)“playing”the role of animals in a nature reserve could enable them to experience different ways ofbeing and different ways of understanding their relationship with the world around them. The study employed a qualitative phenomenological design that aimed to interpret the first-person lived experiencesof the children playing in the nature reserve. Four classes from four different primary schools took part inthe study. Six children from each class were interviewed and analysis of their responses generated a numberof different themes. The results suggest that playing the hunting game in a biodiverse environment doesoffer states of being and knowings that are not as accessible in schools. Playing the role of an animal hadafforded the children with an accentuated, embodied experience, offering insight into the otherness of themore-than-human world.
Published inAustralian Journal of Environmental Education
PublisherCambridge University Press
VersionVoR (Version of Record)
CitationAdams, D., & Beauchamp, G. (2021) 'Other knowings and experiencing otherness: Children’s perspectives of playing a hunting game in a nature reserve', Australian Journal of Environmental Education, 37(3), 224-239.
Cardiff Met Affiliation
- Cardiff School of Education and Social Policy