Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/28622
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Childhoodnature Pedagogies and Place: An Overview and Analysis
Author(s): Stevenson, Robert B
Mannion, Greg
Evans, Neus
Contact Email: gregory.mannion@stir.ac.uk
Editor(s): Cutter-Mackenzie-Knowles, A
Malone, K
Barratt Hacking, E
Citation: Stevenson RB, Mannion G & Evans N (2018) Childhoodnature Pedagogies and Place: An Overview and Analysis. In: Cutter-Mackenzie-Knowles A, Malone K & Barratt Hacking E (eds.) Research Handbook on Childhoodnature; Springer International Handbooks of Education. Springer International Handbooks of Education book series (SIHE). Cham, Switzerland: Springer International Publishing, pp. 1-21. https://doi.org/10.1007/978-3-319-51949-4_76-1
Keywords: Place-conscious pedagogy
Place-responsive pedagogy
Post-humanism
More-than-human
Connectedness with nature
New materialism
Issue Date: 31-Dec-2018
Series/Report no.: Springer International Handbooks of Education book series (SIHE)
Abstract: Nature-based experiences have gained increasing attention for their capacity to foster children’s connectedness with nature, referred to here as childhoodnature. This chapter explores childhoodnature from a pedagogical perspective of place, beginning with an overview of the conceptual foundations of and distinctions between place-based education and place-responsive and place-conscious pedagogy. We then examine recently emergent post-human and new materialist ontologies and pedagogies for their contributions to new understandings of and approaches to childhoodnature connections. Besides providing a map of the childhoodnature pedagogies and place section of this handbook, we assess the extent to which the theoretical and empirical contributions of the section chapters lay the groundwork for developing the pedagogies of place literature. Despite marked differences in cultural contexts, a number of common themes emerged across the chapters, particularly in relation to the intent and focus of the pedagogies of place. All chapters expand and/or challenge current understandings and/or preconceptions of place, nature, childhoodnature relationships, and pedagogy. A number of chapters highlight the role of agency, embodied learning, and place relations in enabling children to build connectedness with nature. Finally, in considering the chapters as a whole, some implications are offered for future research.
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
DOI Link: 10.1007/978-3-319-51949-4_76-1

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