Sustaining Childhood Natures
Sustaining Childhood Natures

Author: Sarah Crinall

Publisher: Springer

Published: 2019-01-11

Total Pages: 260

ISBN-13: 9811330077

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This book examines sustainability learning with children, art and water in the new material, posthuman turn. A query into how we might sustain (our) childhood natures, the spaces between bodies and places are examined ontologically in daily conversations. Regarding philosophy, art, water and her children, the author asks, how can I sustain waterways if I am not sustaining myself?Theoretically disruptive and playful, the book introduces a new philosophy that combines existing philosophies of the new material and posthuman kind. The ecological sciences, and the arts, are drawn together / apart to help recognize sustainability in its emergent, relational form. All the while this book, as art, engages and flows over the reader – as such, reading it becomes a transformative, meditative experience. Daily rhythms of ‘being-with’ art, water and children take the reader beyond orientations of environmental education that focus on notions of lack and reduction. New possibilities for sustaining childhood natures – for what is becoming, and unbecoming – emerge here in the making processes of an academic, everyday life in early motherhood.

Children and Sustainable Development
Children and Sustainable Development

Author: Antonio M. Battro

Publisher: Springer

Published: 2016-12-08

Total Pages: 426

ISBN-13: 3319471309

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This book addresses the changes in education practices, especially basic education, necessitated by the global challenges of climate change and sustainable development and in a context characterized by increasing poverty and inequality, migration and refugees. Written by a range of international scholars, scientists and grassroots practitioners from Africa, Latin America, Asia (India, China, Malaysia) and Europe, the individual contributions focus on education policies and child development in various social contexts. Case-based experiences from both developed and developing countries provide inspiration and shed new light on the fundamental changes needed to adapt existing school systems and teacher training to face the challenges of the future. In this regard, the need to empower children themselves is emphasized. All contributions are based on a Workshop hosted in November 2015 by the Pontifical Academy of Sciences at the Vatican entitled “Children and Sustainable Development: A Challenge for Education” and follow three other significant events on sustainable development in 2015, namely the publication of Laudato Si’, the Encyclical Letter from Pope Francis, the release of the United Nations Sustainable Development Goals, and the COP21 Conference in Paris.

International Research on Education for Sustainable Development in Early Childhood
International Research on Education for Sustainable Development in Early Childhood

Author: John Siraj-Blatchford

Publisher: Springer

Published: 2016-10-14

Total Pages: 222

ISBN-13: 3319422081

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This book offers a perspective on Education for Sustainable Development in Early Childhood (ESDEC) that is far removed from the ‘business as usual’ notion of an extended, predominantly environmental, educational curriculum for preschools. It presents a vision of sustainable development that has relevance to Early Childhood Care and Education (ECCE) from birth to school; it is relevant as much to homes, family support and health settings as it is to educational settings, and is as much concerned with health and wellbeing as with education. The book provides a perspective that is fundamentally embedded in notions of interdependency. It places an emphasis upon the importance of recognising the interdependency of peoples within and between nation states; the ecological interdependencies of the natural world; of humanity and nature; and most significantly the interdependency of adults and children. These emphases have their origins in the grassroots studies included in the ten chapters representing countries from around the world. The book reflects the idea that only global solutions and initiatives are capable of addressing the global challenges of climate change, environmental pollution, and global threats to ecological systems and biodiversity.

Children in Sustainable and Responsible Tourism
Children in Sustainable and Responsible Tourism

Author: Hugues Séraphin

Publisher: Emerald Group Publishing

Published: 2022-03-07

Total Pages: 256

ISBN-13: 1801176566

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Children in Sustainable and Responsible Tourism fills an absence of research in the sustainable and responsible tourism field involving children as stakeholders, arguing that children’s empowerment should be core to responsible tourism initiatives, and that their involvement should be a requirement in sustainable development.

Pathways to Our Sustainable Future
Pathways to Our Sustainable Future

Author: Patricia DeMarco

Publisher: University of Pittsburgh Press

Published: 2017-10-24

Total Pages: 247

ISBN-13: 0822983001

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Pittsburgh has a rich history of social consciousness in calls for justice and equity. Today, the movement for more sustainable practices is rising in Pittsburgh. Against a backdrop of Marcellus shale gas development, initiatives emerge for a sustainable and resilient response to the climate change and pollution challenges of the twenty-first century. People, institutions, communities, and corporations in Pittsburgh are leading the way to a more sustainable future. Examining the experience of a single city, with vast social and political complexities and a long industrial history, allows a deeper understanding of the challenges and opportunities inherent in adapting to change throughout the world. The case studies in this book respond to ethical challenges and give specific examples of successful ways forward. Choices include transforming the energy system, restoring infertile ground, and preventing pollution through green chemistry. Inspired by the pioneering voice of Rachel Carson, this is a book about empowerment and hope.

New Materialisms and Environmental Education
New Materialisms and Environmental Education

Author: David A. G. Clarke

Publisher: Taylor & Francis

Published: 2023-07-24

Total Pages: 383

ISBN-13: 100091836X

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‘New materialisms’ refers to a broad, contemporary, and significant movement of thought across the social sciences and cultural studies which attempts to (re)turn to, renew, or create alternative philosophies of matter. Such philosophies spring from multiple sources but are in general an attempt to bring the indissolubility of the social and environmental more forcefully into our analytical frames and modes of inquiry and tackle a perceived over-reliance on discourse and language in the so-called post-modern era of philosophy and social science. This movement in thought is underlaid by, and meets up with, the climate and biodiversity crises and the nature of the human condition (and modes of learning or becoming), within the field of environmental education. This volume brings together academics working at differing intersections of environmental education and new materialisms, highlighting tensions, knots, and lines of flight across and for research, practice, and theory. As such this collection draws on multiple interpretations and streams of thought within new materialisms and demonstrates their significance for those engaging with environmental education policy, practice and research. This book was originally published as a special issue of the journal Environmental Education Research.

(Re)Storying Human/Earth Relationships in Environmental Education
(Re)Storying Human/Earth Relationships in Environmental Education

Author: Kathryn Riley

Publisher: Springer Nature

Published: 2023-06-21

Total Pages: 141

ISBN-13: 9819925878

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This book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices. It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the planet, social and ecological injustices and threats cannot be separated from globalising, neoliberal, capitalist, and colonial discourses that proliferate through anthropocentric and humancentric logics. Manifesting in binary classifications that position the human as separate from the Earth, and dominant categories of the human in hierarchies of power, such logics homogenise and institutionalise the field of environmental education and result in an over-emphasis on instrumentalist, technicist, and mechanistic teaching and learning practices. Exploring the affects emerging within, and between, an assemblage comprising Researcher/Teacher/Environmental Education Worldings, this book seeks to understand how the researcher makes sense of herself with/in the broader ecologies of the world; collaborative processes with an elementary-school teacher in Saskatchewan, Canada, as actualised through four co-created and co-implemented multisensory researcher/teacher enactments (Mindful Walking, Mapping Worlds, Eco-art Installation, and Photographic Encounters); and how the researcher/teacher organises themselves with Land-based pedagogies, environmental education curriculum policy, and wider discourses of Western education. This book does not propose a better way of teaching and learning in environmental education. Rather, showing how difference between categories is relationally bound, this book offers a conceptual (re)storying of human/Earth relationships in environmental education for social and ecological justice in these times of the Anthropocene.

Sustaining Childhood Natures
Sustaining Childhood Natures

Author: Sarah Crinall

Publisher:

Published: 2019

Total Pages:

ISBN-13: 9789811330087

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This book examines sustainability learning with children, art and water in the new material, posthuman turn. A query into how we might sustain (our) childhood natures, the spaces between bodies and places are examined ontologically in daily conversations. Regarding philosophy, art, water and her children, the author asks, how can I sustain waterways if I am not sustaining myself? Theoretically disruptive and playful, the book introduces a new philosophy that combines existing philosophies of the new material and posthuman kind. The ecological sciences, and the arts, are drawn together / apart to help recognize sustainability in its emergent, relational form. All the while this book, as art, engages and flows over the reader - as such, reading it becomes a transformative, meditative experience. Daily rhythms of 'being-with' art, water and children take the reader beyond orientations of environmental education that focus on notions of lack and reduction. New possibilities for sustaining childhood natures - for what is becoming, and unbecoming - emerge here in the making processes of an academic, everyday life in early motherhood.--

Ethics and Research with Young Children
Ethics and Research with Young Children

Author: Christopher M. Schulte

Publisher: Bloomsbury Publishing

Published: 2019-12-26

Total Pages: 248

ISBN-13: 1350076457

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As researchers and theorists, teachers and teacher educators, parents and grandparents and advocates for children, the authors featured in Ethics and Research with Young Children share a common inclination to counter the idea of an ethics that is conventional-i.e., an ethics that reinforces existing models and discourses, which position children as irrational and incompetent; that de-anonymize children's ways of working and being in the world; that reduces and distorts the social, cultural and political forces that shape children's everyday realities; and, that routinely subtracts from these realities the complex responsibilities that adults have (especially as researchers) to recognize ethics as situated, relational, intersectional, and provisional. Aligned with the interdisciplinary commitments of a Childhood Studies approach and informed by a range of theoretical and practical frameworks, the perspectives offered in this volume are grounded in relationships between and among adults and children, their shifting social, cultural, political and material realities, and a world of ideas and experiences that impel them to face and reorient their ethical commitments to each other.

Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship
Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship

Author: Saúde, Sandra

Publisher: IGI Global

Published: 2020-10-30

Total Pages: 383

ISBN-13: 179984403X

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The profound changes that we are experiencing at the political, environmental, economic, social, and cultural levels of our “postmodern” society pose immense challenges to education. In order to empower students to analyze, reflect, and take action for a sustainable world, the learning and educational process must be experienced in the context of citizenship; that is, it must be designed, planned, and implemented having global sustainability as a framework, thus developing societal awareness, values, and principles. Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship is an essential research book that provides comprehensive research on education as a fundamental factor in empowering citizens to understand and act on the multiple risks and challenges to the sustainability of our society and world. Highlighting a range of critical learning strategies such as global and critical education, development education, and transformational education, among others, this book is ideal for academicians, education professionals, researchers, policymakers, and students.