Desktop version

Home arrow Education arrow Children, place and sustainability

Children, place and sustainability


Children's Place in Sustainability EducationWhere are the children in research on sustainability education?Positivist/quantitative studiesInterpretive studiesCritical studiesPosthuman approachesWhy use place as a conceptual framework?Concepts of placeFramework of place-based educationPlace-based programmes in schoolsWhat can sustainability education mean?The context of advanced capitalismThe AnthropocenesummariesSustainability Education in PracticeExtending our study to the Gippsland regionSustainability education as constituted within constellations of local placesSustainability education as collective with community partnersSustainability education as incorporating creative methods of inquiry and representationSustainability education as material practice connected to abstract thoughtConclusionA Coastal Classroom without WallsChildren's accounts of four school ground places The wetlandThe chicken shedThe indigenous gardenThe little vegetable gardenChildren's relations with living ecologiesSustaining people and placesConclusionChildren's Place Learning Maps: Thinking through CountryChildren in (postcolonial) natureculture placesThinking through CountryBlueWonderings and place learning mapsNareeni's mapCallum's mapRory's mapA map of CountryFinding the map makerConclusionPlace-Making by DesignDesign and garden-based learningThe garden project: The Patch Primary SchoolVisualising the future: Children as designersFrom abstraction to materialityReflections on the garden projectConclusionEmergent Literacies in 'The Land of Do Anything You Want'Event 1: Stones at the riverEvent 2: Dirt, leaf stalks and jacaranda flowersEvent 3: Water, sand-mud, tin and childEvent 4: Child, birds, stones, soundingsEvent 5: Emergent literacy in the 'land of do anything you want'ConclusionIn the Kitchen GardenDefining the meaning of gardensSeedsThe garden as a local food systemThe silverbeet and potato torteChildren's individual learning style in gardensSustainability in Australian curriculum frameworksConclusionSeparation and Connection: Children Negotiating DifferenceChildren and global violenceSocial sustainability and children's rightsThe study 12 August 2014Language mapping process and analysisCollaborative analysis of Grade 3/4 maps SeparationCollaborative analysis of Grade 5/6 maps SeparationLanguage and environmentConclusionChildren, Place and SustainabilityThe ontological position of childrenBodily connection and affectVoice, language and representationPractical action and practices of carePlace as an essential in-between of children and sustainabilityPlace as enactedPlace as agenticPlace as madePlace as onto-epistemologyChildren of the AnthropoceneEmancipatory positions and the transformative gestureA different politics of locationReconceptualising desire
 
Found a mistake? Please highlight the word and press Shift + Enter  
Next >

Related topics