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 authored 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 the International Research Handbook on ChildhoodNature.
Introduction.- Section One: ChildhoodNature Theoretical Perspectives.- Section Two: ChildhoodNature Research Methodologies.- Section Three: Cultural, Political and Ethical Perspectives of ChildhoodNature.- Section Four: ChildhoodNature, the Anthropocene & the crisis of Sustainability.- Section Five: ChildhoodNature Significant Life Experience.- Section Six: ChildhoodNature Ecological Systems.- Section Seven: ChildhoodNature Animal Relations.- Section Eight: ChildhoodNature Pedagogies & Place.- Section Nine: ChildhoodNature Ecological Aesthetics & the Learning Environment.- Conclusion.- ChildhoodNature Companion.
Dr. Amy Cutter-Mackenzie-Knowles (formerly Cutter-Mackenzie) is a Professor at Southern Cross University, School of Education, in Sustainability, Environment and Education. She is the Deputy Dean Research & HDR Training for the School of Education, as well as the Research Leader of the Sustainability, Environment, the Arts in Education (SEAE) Research Cluster.
Prof. Karen Malone is in the Department of Education, Faculty of Health, Arts and Design, at Swinburne University of Technology, Melbourne, Australia. She researches in science and environmental education, urban and animal ecologies, and childhood studies with a specific focus on childrens environmental encounters with the mone than human world of damaged urban landscapes. Her current research program is located under the overarching theme of Children in the Anthropocene. Within this program, she has five enmeshed research themes that entwine a series of research interests and activities: Children sensing ecologically; Childrens bodies on damaged landscapes; Childrens multi-species companions; Childrens watery lives and Childrens natural play.
Elisabeth Barratt Hacking is the Deputy Head of the Department of Education at the University of Bath and Director of Studies for the MA Education. Elisabeth is a founding member of the Universitys Childhood, Wellbeing and Education Special Interest Group.
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