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Letter to the Editor.

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Title: Letter to the Editor.
Authors: Bang, Megan1 (AUTHOR), Tzou, Carrie1 (AUTHOR), Vossoughi, Shirin1 (AUTHOR), Lees, Anna2 (AUTHOR), Starr, Mary3 (AUTHOR), Sherry-Wagner, Jordan4 (AUTHOR)
Source: Science & Children. Jan/Feb2026, Vol. 63 Issue 1, p9-11. 3p.
Subject Terms: *Outdoor education, *Black students, Crises, Human migrations, Climate change, Indigenous peoples of South America
Abstract: The article focuses on the Learning in Places (LIP) collaborative's advocacy for outdoor learning as a means to enhance education and address social and ecological crises, particularly in the context of climate change. The LIP leadership emphasizes the importance of integrating respect for Indigenous peoples, acknowledging the experiences of Black learners, and understanding the complexities of human migration into outdoor education. They outline four key stances necessary for equitable learning: ethical deliberation, recognition of Indigenous presence, cultivation of Black learners' experiences, and acknowledgment of migration narratives. The article concludes with recommendations for educators on how to ethically adapt and implement educational practices while fostering relationships and honoring the origins of ideas. [Extracted from the article]
Copyright of Science & Children is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 191375436
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Label: Title
  Group: Ti
  Data: Letter to the Editor.
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  Data: <searchLink fieldCode="AR" term="%22Bang%2C+Megan%22">Bang, Megan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tzou%2C+Carrie%22">Tzou, Carrie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vossoughi%2C+Shirin%22">Vossoughi, Shirin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lees%2C+Anna%22">Lees, Anna</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Starr%2C+Mary%22">Starr, Mary</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sherry-Wagner%2C+Jordan%22">Sherry-Wagner, Jordan</searchLink><relatesTo>4</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Science+%26+Children%22">Science & Children</searchLink>. Jan/Feb2026, Vol. 63 Issue 1, p9-11. 3p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Outdoor+education%22">Outdoor education</searchLink><br />*<searchLink fieldCode="DE" term="%22Black+students%22">Black students</searchLink><br /><searchLink fieldCode="DE" term="%22Crises%22">Crises</searchLink><br /><searchLink fieldCode="DE" term="%22Human+migrations%22">Human migrations</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+peoples+of+South+America%22">Indigenous peoples of South America</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article focuses on the Learning in Places (LIP) collaborative's advocacy for outdoor learning as a means to enhance education and address social and ecological crises, particularly in the context of climate change. The LIP leadership emphasizes the importance of integrating respect for Indigenous peoples, acknowledging the experiences of Black learners, and understanding the complexities of human migration into outdoor education. They outline four key stances necessary for equitable learning: ethical deliberation, recognition of Indigenous presence, cultivation of Black learners' experiences, and acknowledgment of migration narratives. The article concludes with recommendations for educators on how to ethically adapt and implement educational practices while fostering relationships and honoring the origins of ideas. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Science & Children is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191375436
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00368148.2026.2590980
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 3
        StartPage: 9
    Subjects:
      – SubjectFull: Outdoor education
        Type: general
      – SubjectFull: Black students
        Type: general
      – SubjectFull: Crises
        Type: general
      – SubjectFull: Human migrations
        Type: general
      – SubjectFull: Climate change
        Type: general
      – SubjectFull: Indigenous peoples of South America
        Type: general
    Titles:
      – TitleFull: Letter to the Editor.
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            NameFull: Tzou, Carrie
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            NameFull: Vossoughi, Shirin
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            NameFull: Lees, Anna
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            NameFull: Starr, Mary
      – PersonEntity:
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            NameFull: Sherry-Wagner, Jordan
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            – D: 01
              M: 01
              Text: Jan/Feb2026
              Type: published
              Y: 2026
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