Abstract
In these times of decreasing connection with nature, we are experiencing the loss of both biodiversity and cultural traditions. A sense of place, often developed over a period of time, grounds us and is the foundation of our caring about nature and the environment. To regain this sense of place, particularly in urban areas, empowerment and creation of civic engagement skills are necessary. Schoobio, a middle and high school curriculum, guides students through a transdisciplinary progression of activities that develop the competencies needed for making transformative sustainability change. The curriculum is designed to provide youth with the skills to live sustainably and value biodiversity and multiculturalism. The activities culminate in the students’ design and presentation of a plan for more ecologically and bioculturally diverse school grounds. Biodiversity and culture are not usually taught together, even though the loss of biodiverse areas can also result in the loss of cultural knowledge and traditions critical to the management of those areas. Schoobio’s foundation rests on bringing together these two facets of our being with the goals of supporting students in their actions as change agents to increase wildlife habitat and the cultural relevance of their school grounds, and to prepare them to live sustainably. This article describes the benefits of teaching biodiversity and culture together. It was developed using pragmatic constructivism as a foundation, and uses quantitative sampling to show how a transdisciplinary curriculum such as Schoobio that is place-based and informed throughout its creation by a community of practice can fulfill these benefits.
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Acknowledgements
The author would like to express her appreciation for the guidance and support of her dissertation committee at the University of Wisconsin-Stevens Point (UWSP), Pamela Bork, Ph.D., Kele Anyanwu, Ed.D., and Keitaro Ito, Ph.D., throughout the process of developing and pilot testing Schoobio, and to Henry St. Maurice, Ph.D., of UWSP and Terri L. Steele, J.D., L.L.M., for their invaluable assistance with editing.
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The Kansas Department of Wildlife and Parks and Project Central funded the early stages of this project.
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The author S.L.W. wrote the main manuscript text and reviewed the manuscript.
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Wilson, S.L. Integrating biocultural diversity into urban school grounds through transdisciplinary curriculum design. Urban Ecosyst (2024). https://doi.org/10.1007/s11252-024-01541-1
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DOI: https://doi.org/10.1007/s11252-024-01541-1