Bøker i [Re]thinking Environmental Education-serien

Ideal for researchers at all levels who want to explore more deeply how human learning is shaped and informed by the more-than-human, this book also invites a wider audience into the artful practice of close listening to the many voices of the natural world.

Animal Edutainment in a Neoliberal Era is a rich and beautifully written multispecies ethnographic monograph that explores pedagogy and practice at a Southern California aquarium housing and displaying over 10,000 animals.

Children's Environmental Identity Development: Negotiating Inner and Outer Tensions in Natural World Socialization proposes a theoretical framework for considering how children's identity in/with/for nature evolves through formative experiences.

Learning from Bad Practice in Environmental and Sustainability Education illuminates the notion of bad practice from the perspective of environmental and sustainability education (ESE) and how it is possible to learn from it in order to avoid the relentless pitfalls and blind spots that are part of any educational field.

In Protest as Pedagogy: Teaching, Learning, and Indigenous Environmental Movements insights from interviews with activists and educators in a variety of school, community, and post-secondary contexts are presented in relation to teaching and learning during, and in response to, Indigenous environmental movements.

Building Kids' Citizenship Through Community Engagement offers a compelling, empirically-based argument for giving young people opportunities to grow through productive involvement with their local community.

Drawing on his own experience as a teacher and more than a decade of work supporting teachers in crafting their own projects, the author outlines the many benefits of place-based education and describes the challenges that must be overcome if we are to realize its potential.

This book shares two related studies that explored the life histories, cultural, and ecological identities and pedagogical experiences of Indigenous, non-Indigenous, and recently arrived educators and learners from across Canada.

Critical Education and Sociomaterial Practice presents a situated approach to learning that suggests the need for more explicit attention to sociomaterial practice in critical education. Specifically, it explores social, place and narrative dimensions of practical experience as they unfold in schools, in place-based learning, and teacher education contexts.

Through developing transdisciplinary research questions and conceptual paradigms, this book suggests new practices beyond those currently used in environmental education, natural resources management, and other environmental fields.

Through developing transdisciplinary research questions and conceptual paradigms, this book suggests new practices beyond those currently used in environmental education, natural resources management, and other environmental fields.