Hlava, T.;
(2023)
Cultivating cultural capital with a therapy dog in a third-grade classroom.
International Journal of Social Pedagogy
, 12
(1)
, Article 13. 10.14324/111.444.ijsp.2023.v12.x.013.
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Abstract
This article examines interactions between humans and animals in an elementary school environment in the south-west of the United States and investigates an under-examined area of social pedagogy, sharing some of the ways that a canine in the classroom can help to improve education. The goal was to co-create community and hold space for young learners to engage with the curriculum in new and innovative ways, drawing on their unique funds of identity and cultural and linguistic capital. The article explores how the involvement of a therapy dog in a third-grade classroom over the course of nine weeks addressed the effects of linguicism and offers examples of a cross-species opportunity to make school more inviting, particularly for students who are segregated based on their language. This work took place in a Title I school in a neighbourhood where many families have low incomes and most children are fluent in languages other than English. These children became teachers and the dog learned to read.
| Type: | Article |
|---|---|
| Title: | Cultivating cultural capital with a therapy dog in a third-grade classroom |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/111.444.ijsp.2023.v12.x.013 |
| Publisher version: | https://doi.org/10.14324/111.444.ijsp.2023.v12.x.0... |
| Language: | English |
| Additional information: | © 2023, Terri Hlava. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | social pedagogy, human–animal interaction, linguicism, teaching a dog to read, cultural capital |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10176784 |
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