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Towards a Global Conceptual Framework for Humane Education

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Towards a Global Conceptual Framework for Humane Education TOWARDS A GLOBAL CONCEPTUAL FRAMEWORK FOR HUMANE EDUCATION By Erin M Comaskey A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Education Baltimore, Maryland November 2019 Dedication To all the animals who inspire me to be their voice and who demonstrate their sentience, cognizance and innate value daily-I dedicate this work to you; especially, Molly, Cleo, Marmalade, Jerome, Joe and Rosie. ii Abstract The Humane Education Coalition (HEC) is a non-profit organization supporting the development of humane education by providing humane education organizations and their practitioners professional development, research, and grant opportunities. Globalization and the advancement of other social movements in education have forced humane education to adapt from its historical roots. Although currently, humane education is defined as a critical pedagogical approach aimed to empower students through critical thinking and active engagement in connecting environmental protection, social justice, and animal welfare issues in practice the limited empirical studies of humane education, highlight a wide range of practices, definitions, pedagogical approaches, and learning outcomes that are not aligned with this definition. Consequently, humane education remains fractal in its application and misunderstood by educators, contributing to its limited use and impact. Following, this study provides a foundational framework for humane education creating a pathway for cohesive application and evaluation reflective of the needs both within in the field and educational stakeholders globally. Using a mixed-methods design the study answered the following: (1) What are the relevant constructs of the animal perspective within humane education that transcend cultural boundaries? (2) How do these constructs connect to the current definition of humane education integrating with social justice and environmental education? (3) How does a comprehensive model for humane education develop? Keywords: humane education(or), animal welfare in education, framework, social justice education, environmental education iii Acknowledgments This dissertation would not have been possible without the support of numerous individuals to whom I am truly grateful. To begin, I was extremely fortunate to have Dr. Christine Eith as my advisor. Throughout the EdD journey, Dr. Eith provided me with her wisdom, expertise and passion. She was a source of inspiration and support in equal measure. She never wavered in her belief in my ideas or my ability, nor did she allow me to waver in belief in myself. With her help, I experienced a true transformation from student to colleague. That said, I can only hope to attain towards her level of professionalism, confidence and empathy. She is an extremely talented researcher a fierce, fair leader and a tremendous asset to the EdD program. I will miss our weekly talks and catching up with Walter but look forward to working together in the future. I equally can claim the best dissertation committee: Dr. Mary Ellen Beaty O’Ferrall, Dr. Stephanie Itle-Clark, and Dr. Richard Rosen. This committee, along with my advisor, epitomized the compassion, knowledge and skillset that humane education strives to achieve. Dr. Beaty O’Ferrall, thank you for your insights into the teacher experience and helping to connect my work to practitioners. Your input was critical in grounding my work within the theories of education and maintaining a focus on key stakeholders. I appreciate your willingness to be part of this process for me and I hope we can continue to work together. Dr. Itle-Clark is a mentor, a colleague and a dear friend who has taught me so much. Her expertise in the field of humane education was completely invaluable throughout this process. I am so thankful that when I applied as a “volunteer” at the HSUS nearly 10 years ago, my CV came across your desk. I am certain that together we will change the world for the better. iv Last and certainly not least, I must thank Dr. Rosen. Of all the excellent professors I encountered at JHU, Dr. Rosen always had the time and patience to listen. Moreover, when we did speak, I knew that he “got me.” As Dr. Rosen also produced an “unconventional” dissertation, he not only embraced my ideas, but built upon them and moved my thinking continuously outside of the box. The work was better with his input. I thoroughly enjoyed working with him and hope our paths cross again. To my husband, Tom, I thank you for your true partnership. Your belief in the importance of my work and my ability to complete it, makes this dissertation yours as well. To my children, Georgia, Rhys, and baby Griffin you are my reason. I love that you know what I do and that you think this work is important. I hope you continue to be curious, passionate, and committed to your beliefs. There is nothing you cannot achieve. To my mother and father, thank you for setting the expectations high and for always picking up the phone. You have demonstrated the importance of education my entire life and I hope that you are proud. I share this achievement with you both and promise to continue to call you regularly for advice. Also, to my sister, Meghan, without you, life would be too hard. Thank you for talking to me every day and making me laugh. Thank you to all of the humane educators across the world who participated in this project and continue to improve outcomes for other people, animals and the planet through learning experiences. A special thank you to The Academy of Pro-Social Learning, the Humane Education Coalition and the Association for Professional Humane Educators for all that you do for the field and your efforts in promoting this dissertation. v Table of Contents Dedication ........................................................................................................................................ i Abstract ........................................................................................................................................... ii Acknowledgments.......................................................................................................................... iv List of Tables ................................................................................................................................. ix List of Figures ................................................................................................................................. x Executive Summary ........................................................................................................................ 1 Analysis of Underlying Factors................................................................................................... 1 Chapter One .................................................................................................................................... 4 The Evolution of Humane Education and Barriers Towards Its Expansion as a Social Movement in Education .................................................................................................................................... 4 A History of Humane Education in the United States .................................................................... 5 Anthropocentrism within the Social Change Education Movement ........................................... 8 Humane Education as a Moral Issue ......................................................................................... 11 Changing Human-Animal Relationships Across Cultures ........................................................ 12 Regulating the Human-Animal Relationship ............................................................................ 16 The Limits of “the Link” on Humane Education ...................................................................... 18 Chapter 2 ....................................................................................................................................... 24 Assessing Practitioner Beliefs About Humane Education ............................................................ 24 Educator Preparation and Agency ............................................................................................. 25 Goals and Objectives of Needs Analysis .................................................................................. 28 Methodology ................................................................................................................................. 29 Participants ................................................................................................................................ 29 Measures.................................................................................................................................... 30 Procedures ................................................................................................................................. 33 Initial Results ................................................................................................................................ 33 Who Identifies as a Humane Educator? .................................................................................... 34 What Beliefs Do These Educators Hold Around Important Animal Welfare Issues? .............. 35 Is there a relationship between educators’ animal welfare beliefs and their understanding of animal sentience? .....................................................................................................................
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