Rural Native children have a strong environmental identity promoted by their subsistence-based lifestyleThis study explores early childhood education for sustainability (ECEfS) from an indigenous rural setting perspective. Alaskan Natives have depended on their natural resources for their subsistence practices, but have been impacted by climate change. ECEfC must reflect local geographies. The unique geography, culture and climate risks of rural Alaska necessitates distinct sustainability efforts.
The author specifically focuses on the relationship between children’s early interactions with nature and how they promote environmental responsibility in the rural Alaskan setting using a framework of environmental identity development. Environmental identity development is marked by four developmental progressions – often building on each other – that represent inner and outer tensions to be navigated in order to develop a strong environmental identity: Trust in Nature vs. Mistrust in Nature, Spatial Autonomy vs. Environmental Shame, Environmental Competency vs. Environmental Disdain, and Environmental Action vs. Environmental Harm.
Approximately 60 children from a Native village in western Alaska, enrolled in kindergarten through 3<sup>rd</sup> grade, participated in this study. Participatory, qualitative methods were used to involve the children in the research with activities occurring both in and outside the school. Sensory tours were predominantly used to collect data, which involved the children wearing cameras and capturing their experience with the environment. Thereafter, the children engaged in discussions to interpret the video footage and provide more insight into their interactions with nature.
The findings indicate that most of the children were comfortable in nature (Trust) and had no trouble navigating the various terrains (Spatial Autonomy). They explored, sensed, and learned about the local ecology of which they are a part and became confident in their explorations (Environmental Competency). Their comfort, agency and understanding led them to make decisions about how to support their local ecology (Environmental Action). They also needed to negotiate tensions posed by the environment and by their own emotions. Children's environmental identity development was facilitated by exploring and understanding nature, overcoming anxieties and increasing confidence, and learning about their role in their ecology and sustainability.
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Peers and adults play a role in how children can overcome their tensions with the environment. In particular, awareness of children’s past experiences can help parents and educators support how best to manage their anxiety related to outdoor activities. Adults can also model behavior in nature, which can help children understand how to take care of their environment. The author suggests that rural Alaskan children’s demonstrated competencies facilitate and support a subsistence-based lifestyle. Harvesting food from their wild environment is an important, sustainable practice in their unique setting and must be considered in ECEfS tailored for the rural Alaskan landscape.
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