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This handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data. The underlying objectives of the handbook are two-fold: • Opening up spaces for Childhoodnature researchers; • Consolidating Childhoodnature research into one collection that informs education. The use of the new concept ‘Childhoodnature’ reflects the editors’ and authors’ underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature. The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature. .

Child development. --- Educational policy. --- Education and state. --- Environment. --- Early Childhood Education. --- Educational Policy and Politics. --- Environment, general. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Child study --- Children --- Development, Child --- Developmental biology --- Government policy --- Development --- Balance of nature --- Biology --- Bionomics --- Ecological processes --- Ecological science --- Ecological sciences --- Environment --- Environmental biology --- Oecology --- Environmental sciences --- Population biology --- Ecology --- Early childhood education. --- Environmental Sciences.

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This handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data. The underlying objectives of the handbook are two-fold: • Opening up spaces for Childhoodnature researchers; • Consolidating Childhoodnature research into one collection that informs education. The use of the new concept ‘Childhoodnature’ reflects the editors’ and authors’ underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature. The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature. .

Developmental psychology --- Age group sociology --- Sociology of education --- School management --- Environmental protection. Environmental technology --- environment --- onderwijspolitiek --- ontwikkeling van het kind --- onderwijs

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This book is a transdisciplinary, international collection situated within a genealogy of experimental walking practices in the arts, arts-based research, and emergent walking practices in education. It brings together emerging cartographies of relation amongst walking practices ranging across arts-based, ecological, activist, decolonising, queer, critical and posthuman modes of inquiry. Its particular investment is in the proliferation of artful modes of inquiry that open up speculative practices and concepts of walking as an orientation for pedagogy, inquiry, and the everyday, resisting the gaze of privilege and the relentless commodification of human and nonhuman life processes. This is important work for the burgeoning demand for creative methodologies in the social sciences, and more specifically, for arts-based educational research.

Science --- Philosophy --- Philosophy and psychology of culture --- Sociology of education --- Teaching --- Didactics of the arts --- onderwijsfilosofie --- didactiek --- onderwijs --- onderzoeksmethoden --- onderwijssociologie --- opvoeding --- kunstonderwijs --- creativiteit --- Art --- Anthropology and the arts. --- Education --- Educational sociology. --- Creativity and Arts Education. --- Anthropology of the Arts. --- Research Methods in Education. --- Educational Philosophy. --- Sociology of Education. --- Study and teaching. --- Research. --- Philosophy.

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This book focuses on socioecological learning through the touchstone concepts of the Anthropocene, the Posthuman and Common Worlds as Creative Milieux. The editors and contributors explore, situate and interrogate social learning through transdisciplinary positionings, exemplars and theories. The eclectic and cohesive chapters unfold as a journey that may inspire innovative and unique understandings of the socioecological learner: insights that will surely be paramount as we careen towards the 22nd century and all of its as-yet-unknown challenges. Offering tangible and nuanced practice for educational leadership in socioecological learning, this pioneering book will be of interest and value to researchers and educators at all levels. This volume is sure to appeal to students and scholars of socioecological learning as well as the Anthropocene and the Posthuman.

Environmental sociology. --- Environmental sciences --- Environmentalism --- Sociology --- Social aspects --- Environmental education. --- Alternative Education. --- Curriculum planning. --- Environmental and Sustainability Education. --- Creativity and Arts Education. --- Curriculum Studies. --- Education --- Curriculum development --- Instructional systems --- Planning --- Nontraditional education --- Educational innovations --- Alternative schools --- Curricula --- Design --- Experimental methods --- Art education. --- Curriculums (Courses of study). --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

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This book focuses on critical walking and mapping practices through the research methodology of a/r/tography. Initially establishing seven global sites for employing movement-based research practices within culturally conceived a/r/tographic perspectives, the book builds upon and extends an international community of practice. The editors and contributors apply public pedagogy through a/r/tographic and critical walking inquiry, and explore how these forms may be engaged, understood and expanded globally. The chapters examine how a/r/tography and walking inquiry can be practiced, theorised, experienced, extended and conceptualised. The cartographic perspectives, theoretical positions and conceptual investigations included in this collection respond to the fundamental contemporary need for new and fresh models of teaching, learning and scholarship regarding global and local educational and social challenges. They offer tangible, aesthetic and rigorous examples for researchers, educators, community practitioners and research students to engage with a/r/tography and critical walking inquiry. Alexandra Lasczik is Professor and Associate Dean (Research) at Southern Cross University, Australia. Rita L. Irwin is Distinguished University Scholar and Professor of Art Education in the Department of Curriculum and Pedagogy at the University of British Columbia, Canada. Amy Cutter-Mackenzie-Knowles is Professor and Executive Dean of the Faculty of Education at Southern Cross University, Australia. David Rousell is Senior Lecturer in Creative Education at RMIT, Australia. Nicole Lee is affiliated to the University of British Columbia, Canada.

Philosophy --- Educational systems. Teaching systems --- Teaching --- Educational sciences --- onderwijsfilosofie --- alternatief onderwijs --- lesgeven