This introduction centers the diverse ways that people relate to our place in an environment, in the human world, in the cosmos, through both the vernacular and institutional sciences.
An innovative, user-friendly digital tool allows students to upload and geotag images and record and share notes and field observations, literally grounding them in the local.
Two social scientists examine assumptions about who is an expert; in what settings our academic expertise is needed, invited, or may be redundant; and for whom the findings are important.
By investigating and showing interest in youth’s folk illusions, educators expose students to the underlying, co-constructed nature of social (even educational) reality.
Circus Science combines occupational folklife with STEM education in a community where the circus is an important part of local culture.
When families merge, they bring their stories, histories, and traditions together. This process is made especially clear as cultures and experiences mingle and collide on the family table.
With a growing awareness of the benefits of a STEAM (science, technology, engineering, art, mathematics) educational approach in academia, folklorists are reframing their work to contribute to interdisciplinary endeavors.
Mobilizing folklife, oral history, and public history documentation methods and forms of public engagement and presentation shares the story of Ohio organic farmers and farming.
As students explore watershed ecology they also speak to elders in the community, participate in hands-on folklife experiences, and learn the techniques and skills of oral history and ethnographic field methods.
Indigenous theoretical frameworks are important because they offer an Indigenous perspective on research for academia. This case study of two university courses illustrates how to collaborate with students and community members to document their place and heritages, improve teacher retention by active involvement, and provide preservice teachers an opportunity to visit a remote Alaskan village to gain firsthand knowledge.
Sense of place as a form of inquiry takes us out of the classroom and into the world, giving young people agency and a voice for what they want for the future of their communities and the world.
Through collaborative authorship, this article provides cross-disciplinary examples of TEK projects to illustrate today’s best practices for keeping Indigenous peoples and knowledge at the center of such research and teaching.
JFE’s guest editor sat down with an elementary educator to talk about how he understands the relationship between local culture and the sciences in his classroom.
In a follow-up to a 2015 JFE article, the author created a project to show the lineage of various rhythm genres and legitimize the practice of rhythm play in a predominantly African American neighborhood.
By developing a deeper understanding of making do as well as student and teacher tactics, an educator may more readily recognize and build upon a pedagogy rooted in this practice.
Preserving an art environment requires strategies to build a cohesive team of collaborators who offer a sense of stable continuity to the educational mission of the garden. Then, Anne Pryor reveals how visionary art environments can be of interest and value to educators and folklorists as they can reveal fascinating intersections between design, art, engineering, physics, culture, environment, society, and place, and the John Michael Kohler Arts Center shares a lesson plan.
This article demonstrates how youth in rural communities of the middle Himalayas use traditional knowledge to support environmental decisions, negotiate a balance between traditional and Western/outside knowledge, and apply knowledge in decision making.
A project looked at how Superstorm Sandy affected the seafaring community, its residents, and its maritime traditions on Long Island.
Folklore, education, and place are one. Here authors offer curricular building blocks that derive from Indigenous Hawaiian senses of place and purpose that also find resonance in other settings.
Good Work: Masters of the Building Arts, by Marjorie Hunt and Paul Wagner; The Pleasures of Metamorphosis: Japanese and English Fairy Tale Transformations of “The Little Mermaid,” by Lucy Fraser; The Caribbean Story Finder: A Guide to 438 Tales from 24 Nations and Territories, Listing Subjects and Sources, by Sharon Barcan Elswitl; The Liberation of Winifred Bryan Horner: Writer, Teacher, and Women’s Rights Advocate, as told to Elaine J. Lawless