Parallels between Social Justice Education and a Nature Preschool: A Qualitative Case Study

Abstract

This paper examines ways that the pedagogy of a budding nature preschool incorporates elements of social justice education. Interviews, observations, and document analysis are used to explore ways that the design and practices of a nature preschool reflect 3-5 year olds' capacities for knowing and learning. The author considers how these reflections are relevant to social justice education scholarship, Social Reproduction Theory, reflective inquiry pedagogies literature, and current early child development research. Research findings indicate five ways that the nature preschool's design and practices support parallels to social justice education.