Decentering humans in the learning sciences: The role of nonhuman nature and place in learning ecosystems

What does it mean to do learning sciences research in a more-than-human world? How does considering nonhuman actors as agents for learning impact teaching and learning? We propose shifting our unit of analysis from human interactions to relational processes between humans and nonhuman nature, by which we mean the intra-actions among learners, educators, flora, fauna, land, and waters working together iteratively and reciprocally to support the co-construction of interest and learning. We present two multispecies, micro-ethnographic case studies – moths and arachnids – drawn from a teen summer program in an urban park. These cases exemplify the nuanced ways that humans and nonhuman nature come together through relational processes to support youth environmental interest development.