Reconfiguring relational space: a qualitative study of the benefits of caring for hens for the socio-emotional development of 5 – 9-year-old children in an urban junior school context of high socio-economic exclusion

ABSTRACT

A reconfiguration of relational space in schools is investigated to challenge a diametric spatial opposition between nature and culture, highlighted as a Western biased construct by Descola’s anthropological framework, building on Lévi-Strauss’ cross-cultural contrasts between diametric and concentric structured systems. Though a neglected research and policy domain, there is growing interest internationally in combining a focus on outdoor education with personal and social development for educational contexts of socio-economic exclusion. This action research study sought to evaluate socio-emotional benefits for children of keeping hens in school and its potential to provide teachers with an intervention for developing such socio-emotional competences in boys and girls, 5–9-years old, in a junior urban primary school of high socio-economic exclusion. The qualitative, focus group results revealed benefits for the children regarding responsibility, empathy, respect for the natural world, cooperation and relaxation. These were also perceived by their teachers, who additionally reported improvement in motivation and child-led, hands-on and peer-assisted learning processes.

KEYWORDS:

• Hens
• care
• socio-emotional
• personal and social development
• poverty
• outdoor education
• diametric space
• concentric space

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ciara Gilligan

Ciara Gilligan is a primary teacher in a DEIS urban school of high poverty and social exclusion in Dublin, Ireland and a Research Associate of the Educational Disadvantage Centre, Institute of Education, Dublin City University, Ireland

Paul Downes

Dr. Paul Downes is Associate Professor of Psychology of Education and Director of the Educational Disadvantage Centre, Institute of Education, Dublin City University, Ireland and Affiliate Professor, Centre for Resilience and Socio-Emotional Health, University of Malta. With over 100 peer reviewed publications in areas of education, psychology, philosophy, anthropology, law and social policy, he has given keynote and invited presentations in 29 countries internationally.