""For all members of the Leave No Child Inside movement who are engaged with early childhoodas educators, child care providers, nature center staff, parents, landscape designers, or pediatriciansthis book is an essential resource.,""
Louise Chawla, Children and Nature Network, USA. .

What do children learn through playing outdoors?. What makes an effective and challenging play space?. What is a safe environment and can children be too safe?. How can adults best support challenging play outdoors? . . . Young children seek adventure and challenge in their play outdoors. They look for places they can explore and spaces they can transform. However, provision for exciting and challenging play outdoors is often restricted because of an over-emphasis on safety, and also because the value of play outdoors is not well understood.

. . This book offers a clear rationale for why outdoor play is essential in young childrens lives and learning. It asks fundamental questions about what sort of environments we want for young children, as well as examining controversial issues of risk and safety.

. . The author identifies key principles underpinning the design of challenging outdoor play environments and examines how children use and transform space to create their own imaginary worlds. The essential role of the adult in supporting and extending childrens free play is examined and implications for practice identified.

. . This book makes an important contribution to current debates on risk, safety and challenge in outdoor environments for young children. It brings together research from a range of different disciplines, as well as illustrative examples of childrens play and talkoutdoors.

. . "Playing Outdoors" is inspiring reading for early childhood practitioners, students, play workers, parents, policy makers and all those seeking to develop challenging outdoor play areas..

This is the first-ever Forest School-themed activity card deck, offering 48 games, crafts and skill-building activities to enjoy outdoors. Aimed at parents, carers, teachers and Forest School group leaders, this is a uniquely handy reference tool to tuck into a pocket and take out into the woods to inspire outdoor fun. It complements Jane Worroll & Peter Houghton's two previous books (Play the Forest School Way and A Year of Forest School), containing activities from those books in abbreviated form. The cards are grouped into four "suits", each with 12 cards: Team Games (fun, high-energy games to play together); Survival Skills (working together to build dens, make fires, gather wild food and cook it); Nature Spotlight (exploring the natural world in more detail); and Forest Craft (woodland-themed makes). A booklet explains how to use the deck: forest school leaders or parents can get kids involved in leading the play (flicking through the cards and choosing an activity) and the suits will also help adults in considering how a session might be structured (with the kids getting final say looking at the cards). The booklet also gives notes on safety, the Forest School ethos, basic kit and other key need-to-knows.

Outdoor learning and play experiences are an essential part of young children's development. The importance of offering children first-hand experience of the natural world becomes more urgent as research evidence demonstrates the benefits of becoming physically and emotionally involved with the natural world. Outdoor Learning through the Seasons shows how we can encourage young children to engage with nature on a daily basis throughout the year. Using the four seasons as a framework, it supports adults to develop their own awareness of the world around them and feel confident about taking children outside every day. There are suggestions for caring for gardens and wildlife through the year, and ideas to brighten grey winter days, enjoy the summer sunshine or explore in the snow. Now featuring full-colour photographs throughout, this new edition has been updated to include references to recent research, new material on Forest Schools, discussion questions for practitioners and in-depth case studies of learning in action. Features include: Ideas for all seasons, weather conditions and working with the four elements: earth, air, water and fire Guidance on fulfilling the learning requirements of EYFS and the Characteristics of Effective Learning Advice on working with parents and the role of adults Practical tips and suggestions of how to make the most of a small space or how to re-plan an existing space Useful reference lists of further resources including stories, poems and websites This practical book is essential reading for all those looking to provide rich and stimulating outdoor learning and play provision for children in early years settings on a daily basis and for parents and carers wishing to get the most of time outdoors with their children.

Blackface - instances in which non-Black persons temporarily darken their skin with make-up to impersonate Black people, usually for fun, and frequently in educational contexts - constitutes a postracialist pedagogy that propagates antiblack logics. In Performing Postracialism, Philip S.S. Howard examines instances of contemporary blackface in Canada and argues that it is more than a simple matter of racial (mis)representation. The book looks at the ostensible humour and dominant conversations around blackface, arguing that they are manifestations of the particular formations of antiblackness in the Canadian nation state and its educational institutions. It posits that the occurrence of blackface in universities is not incidental, and outlines how educational institutions' responses to blackface in Canada rely upon a motivation to protect whiteness. Performing Postracialism draws from focus groups and individual interviews conducted with university students, faculty, administrators, and Black student associations, along with online articles about blackface, to provide the basis for a nuanced examination of the ways that blackface is experienced by Black persons. The book investigates the work done by Black students, faculty, and staff at universities to challenge blackface and the broader campus climate of antiblackness that generates it.

Indigenous Methodologies is a groundbreaking text. Since its original publication in 2009, it has become the most trusted guide used in the study of Indigenous methodologies and has been adopted in university courses around the world. It provides a conceptual framework for implementing Indigenous methodologies and serves as a useful entry point for those wishing to learn more broadly about Indigenous research. The second edition incorporates new literature along with substantial updates, including a thorough discussion of Indigenous theory and analysis, new chapters on community partnership and capacity building, an added focus on oracy and other forms of knowledge dissemination, and a renewed call to decolonize the academy. The second edition also includes discussion questions to enhance classroom interaction with the text. In a field that continues to grow and evolve, and as universities and researchers strive to learn and apply Indigenous-informed research, this important new edition introduces readers to the principles and practices of Indigenous methodologies.

With a stronger focus on the teacher's role and emerging alternative pedagogies in diverse settings, this thoroughly updated second edition draws on research by scholars from the Americas, Australia, Africa, Asia, Europe, and the Middle East. Comparative and International Education offers an overview of the history of comparative education and educational development, exploring issues related to social justice, human rights, gender equality, and Indigenous knowledge in the classroom. Appropriate for use in undergraduate and graduate education courses, this edited collection will help students better understand how globalization has impacted the classroom and led to the internationalization of schooling. Features: includes discussion questions, suggestions for further reading, and links to video resources students will have access to the Comparative and International Education companion website which features links to online resources

In 2016, Canada's newly elected federal government publically committed to reconciling the social and material deprivation of Indigenous communities across the country. Does this outward shift in the Canadian state's approach to longstanding injustices facing Indigenous peoples reflect a "transformation with teeth," or is it merely a reconstructed attempt at colonial Indigenous-settler relations? Prairie Rising provides a series of critical reflections about the changing face of settler colonialism in Canada through an ethnographic investigation of Indigenous-state relations in the city of Saskatoon. Jaskiran Dhillon uncovers how various groups including state agents, youth workers, and community organizations utilize participatory politics in order to intervene in the lives of Indigenous youth living under conditions of colonial occupation and marginality. In doing so, this accessibly written book sheds light on the changing forms of settler governance and the interlocking systems of education, child welfare, and criminal justice that sustain it. Dhillon's nuanced and fine-grained analysis exposes how the push for inclusionary governance ultimately reinstates colonial settler authority and raises startling questions about the federal government's commitment to justice and political empowerment for Indigenous Nations, particularly within the context of the everyday realities facing Indigenous youth.

How lessons from kindergarten can help everyone develop the creative thinking skills needed to thrive in today's society. In kindergartens these days, children spend more time with math worksheets and phonics flashcards than building blocks and finger paint. Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively-and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens. Drawing on experiences from more than thirty years at MIT's Media Lab, Resnick discusses new technologies and strategies for engaging young people in creative learning experiences. He tells stories of how children are programming their own games, stories, and inventions (for example, a diary security system, created by a twelve-year-old girl), and collaborating through remixing, crowdsourcing, and large-scale group projects (such as a Halloween-themed game called Night at Dreary Castle, produced by more than twenty kids scattered around the world). By providing young people with opportunities to work on projects, based on their passions, in collaboration with peers, in a playful spirit, we can help them prepare for a world where creative thinking is more important than ever before.

We know that there are real pressures on childhood. We also know that children spend less time with nature and have fewer opportunities to play. Around the world, schools are being called on to to see what they can do to help? Based on over 25 years of experience as a teacher, Craig shows how schools can develop their outdoor learning programmes so that everyone in the school community can benefit and how genuine, long-term, sustainable change can be achieved. As he says, "The best outdoor learning does not cost the earth, but it does take some work." Warm and filled with a depth of experience, this book is an absolute must for anyone involved in a school - leaders, governors, teachers, parents and carers - anyone who can see that, if we really want to make a difference for our children, schools are going to have to be at the forefront of that change.

Service-Learning and Educating in Challenging Contexts explores the potential of service-learning identified as a way to integrate community service with academic study to enrich the on-going professional development of educators, especially in schools that are located in challenging contexts. This collection offers a further refinement of what typically comes under the remit of service-learning, switching the focus from the learning experience of the learner, to the educator and the deep and enriching professional learning opportunities that service-learning can offer. This approach to service-learning promotes collaborative practices amongst professional and in-service educators, and encourages an integration of theory and practice. The international contributors use their own experiences as well as current research to provide a thorough exploration of service-learning from national and international perspectives.

Secondary school graduates of the late 1980s and early 1990s have found themselves coping with economic insecurity, social change, and workplace restructuring. Drawing on studies that have recorded the lives of young people in two countries for over fifteen years, The Making of a Generation offers unique insight into the hopes, dreams, and trajectories of a generation. Although children born in the 1970s were more educated than ever before, as adults they entered new labour markets that were de-regulated and precarious. Lesley Andres and Johanna Wyn discuss the consequences of education and labour policies in Canada and Australia, emphasizing their long-term impacts on health, well-being, and family formation. They conclude that these young adults bore the brunt of policies designed to bring about rapid changes in the nature of work. Despite their modest hopes and aspirations for security, those born in the 1970s became a vanguard generation as they negotiated the significant social and economic transformations of the 1990s.

Originally published in 1988, The Holistic Curriculum addresses the problem of fragmentation in education through a connected curriculum of integrative approaches to teaching and learning. John P. Miller, author of more than seventeen books on holistic education, discusses the theoretical foundations of the holistic curriculum and particularly its philosophical, psychological, and social connections. Tracing the history of holistic education from its beginnings, this revised and expanded third edition features insights into Indigenous approaches to education while also expanding upon the six curriculum connections: subject, community, thinking, earth, body-mind, and soul. This edition also includes an introduction by leading Indigenous educator Greg Cajete as well as a dialogue between the author and Four Arrows, author of Teaching Truly, about the relationship between holistic education and Indigenous education.

Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community. Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space.

If young people are to be adequately prepared for a complex and interdependent global society, educational experiences must consider the broader world in which teachers and their students live. Teachers can be central to the process of intercultural development, and must encourage and model an intercultural orientation for their young students as well as for their communities. A critical dimension of achieving intercultural understanding and competence is personal experience. In Beyond Tourism, Kenneth Cushner examines the development of intercultural competence through various dimensions of student travel and intercultural encounters, both for the classroom teacher conducting group travel as well as individuals embarking upon student exchange programs, intensive summer experiences, and international student teaching. The author examines: aspects of cross-cultural orientation, trip planning and preparation, intercultural adjustment, in-country experience and post-experience impact through his experiences of organizing and leading international and intercultural educational programs for children, pre-service, and in-service teachers on all seven continents. Cushner integrates current research on the intercultural experience and relates it to his personal travel experiences while providing guidelines to enable educators to integrate reflective travel as an active part of the educational experience of young people. Multicultural, social studies, and foreign language teachers, international educators and study abroad officers, and those interested in experiential education will find this book invaluable.

The educational role of museums has become a key professional concern. This book addresses the educational role museums play from an international perspective. The contributed essays provide timely reviews of the key themes and case studies provide practical examples of the research. Ideally suited for all museum staff and students of museum studies.