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This book is a genealogical foregrounding and performance of
conceptions of children and their childhoods over time. We
acknowledge that children's lives are embedded in worlds both
inside and outside of structured schooling or institutional
settings, and that this relationality informs how we think about
what it means to be a child living and experiencing childhood. The
book maps the field by taking up a cross-disciplinary, genealogical
niche to offer both an introduction to theoretical underpinnings of
emerging theories and concepts, and to provide hands-on examples of
how they might play out. This book positions children and their
everyday lived childhoods in the Anthropocene and focuses on the
interface of children's being in the everyday spaces and places of
contemporary communities and societies. In particular this book
examines how the shift towards posthuman and new materialist
perspectives continues to challenge dominant developmental, social
constructivist and structuralist theoretical approaches in diverse
ways, to help us to understand contemporary constructions of
childhoods. It recognises that while such dominant approaches have
long been shown to limit the complexity of what it means to be a
child living in the contemporary world, the traditions of many
Eurocentric theories have not addressed the diversity of children's
lives in the majority of countries or in the Global South.
This book elaborates the need, in a rapidly urbanizing world, for
recognition of the ecological communities we inhabit in cities and
for the development of an ethics for all entities (human and
non-human) in this context. Children and their entangled relations
with the human and more-than-human world are located centrally to
the research on cities in Bolivia and Kazakhstan, which
investigates the future challenges of the Anthropocene. The author
explores these relations by employing techniques of intra-action,
diffraction and onto-ethnography in order to reveal the
complexities of children's lives. These tools are supported by a
theoretical framing that draws on posthumanist and new materialist
literature. Through rich and complex stories of
space-time-mattering in cities, this work connects children's
voices with a host of others to address the question of what it
means to be a child in the Anthropocene.
This book reflects the considerable appeal of the Anthropocene and
the way it stimulates new discussions and ideas for reimagining
sustainability and its place in education in these precarious
times. The authors explore these new imaginings for sustainability
using varying theoretical perspectives in order to consider
innovative ways of engaging with concepts that are now influencing
the field of sustainability and education. Through their
theoretical analysis, research and field work, the authors explore
novel approaches to designing sustainability and sustainability
education. These approaches, although diverse in focus, all
highlight the complex interdependencies of the human and
more-than-human world, and by unpacking binaries such as
human/nature, nature/culture, subject/object and de-centring the
human expose the complexities of an entangled human-nature relation
that are shaping our understanding of sustainability. These messy
relations challenge the well-versed mantras of anthropocentric
exceptionalism in sustainability and sustainability education and
offer new questions rather than answers for researchers, educators,
and practitioners to explore. As working with new theoretical
lenses is not always easy, this book also highlights the authors'
methods for approaching these ideas and imaginings.
This book challenges the notion that nature is a city's opposite
and addresses the often-overlooked concept of urban nature and how
it relates to children's experiences of environmental education.
The idea of nature-deficit, as well as concerns that children in
cities lack for experiences of nature, speaks to the anxieties that
underpin urban living and a lack of natural experiences. The
contributors to this volume provide insights into a more complex
understanding of urban nature and of children's experiences of
urban nature. What is learned if nature is not somewhere else but
right here, wherever we are? What does it mean for children's
environmental learning if nature is a relationship and not an
entity? How can such a relational understanding of urban nature and
childhood support more sustainable and more inclusive urban living?
In raising challenging questions about childhoods and urban nature,
this book will stimulate much needed discussion to provoke new
imaginings for researchers in environmental education, childhood
studies, and urban studies. This book was originally published as a
special issue of Environmental Education Research.
This book challenges the notion that nature is a city's opposite
and addresses the often-overlooked concept of urban nature and how
it relates to children's experiences of environmental education.
The idea of nature-deficit, as well as concerns that children in
cities lack for experiences of nature, speaks to the anxieties that
underpin urban living and a lack of natural experiences. The
contributors to this volume provide insights into a more complex
understanding of urban nature and of children's experiences of
urban nature. What is learned if nature is not somewhere else but
right here, wherever we are? What does it mean for children's
environmental learning if nature is a relationship and not an
entity? How can such a relational understanding of urban nature and
childhood support more sustainable and more inclusive urban living?
In raising challenging questions about childhoods and urban nature,
this book will stimulate much needed discussion to provoke new
imaginings for researchers in environmental education, childhood
studies, and urban studies. This book was originally published as a
special issue of Environmental Education Research.
This book is a genealogical foregrounding and performance of
conceptions of children and their childhoods over time. We
acknowledge that children's lives are embedded in worlds both
inside and outside of structured schooling or institutional
settings, and that this relationality informs how we think about
what it means to be a child living and experiencing childhood. The
book maps the field by taking up a cross-disciplinary, genealogical
niche to offer both an introduction to theoretical underpinnings of
emerging theories and concepts, and to provide hands-on examples of
how they might play out. This book positions children and their
everyday lived childhoods in the Anthropocene and focuses on the
interface of children's being in the everyday spaces and places of
contemporary communities and societies. In particular this book
examines how the shift towards posthuman and new materialist
perspectives continues to challenge dominant developmental, social
constructivist and structuralist theoretical approaches in diverse
ways, to help us to understand contemporary constructions of
childhoods. It recognises that while such dominant approaches have
long been shown to limit the complexity of what it means to be a
child living in the contemporary world, the traditions of many
Eurocentric theories have not addressed the diversity of children's
lives in the majority of countries or in the Global South.
This book elaborates the need, in a rapidly urbanizing world, for
recognition of the ecological communities we inhabit in cities and
for the development of an ethics for all entities (human and
non-human) in this context. Children and their entangled relations
with the human and more-than-human world are located centrally to
the research on cities in Bolivia and Kazakhstan, which
investigates the future challenges of the Anthropocene. The author
explores these relations by employing techniques of intra-action,
diffraction and onto-ethnography in order to reveal the
complexities of children's lives. These tools are supported by a
theoretical framing that draws on posthumanist and new materialist
literature. Through rich and complex stories of
space-time-mattering in cities, this work connects children's
voices with a host of others to address the question of what it
means to be a child in the Anthropocene.
This book reflects the considerable appeal of the Anthropocene and
the way it stimulates new discussions and ideas for reimagining
sustainability and its place in education in these precarious
times. The authors explore these new imaginings for sustainability
using varying theoretical perspectives in order to consider
innovative ways of engaging with concepts that are now influencing
the field of sustainability and education. Through their
theoretical analysis, research and field work, the authors explore
novel approaches to designing sustainability and sustainability
education. These approaches, although diverse in focus, all
highlight the complex interdependencies of the human and
more-than-human world, and by unpacking binaries such as
human/nature, nature/culture, subject/object and de-centring the
human expose the complexities of an entangled human-nature relation
that are shaping our understanding of sustainability. These messy
relations challenge the well-versed mantras of anthropocentric
exceptionalism in sustainability and sustainability education and
offer new questions rather than answers for researchers, educators,
and practitioners to explore. As working with new theoretical
lenses is not always easy, this book also highlights the authors'
methods for approaching these ideas and imaginings.
Learning to Teach, third edition, offers a unique perspective by
positioning the reader as a pre-service teacher embarking on their
new career. The reader is introduced to three fictional pre-service
teachers whose narratives flow throughout the text. These
characters share how their personal and professional life
experiences have exposed them to new ways of thinking about young
people, teaching, and learning. This book explores how educators
are working to transform their practices in like-minded communities
for radically changing times. It examines current government
initiatives and regulations while developing the reader's ability
to analyse scenarios, critically reflect on their own assumptions,
and develop best teaching practices.
In the aftermath of the "Deepwater Horizon" oil spill in the Gulf
of Mexico, the need arose for experimental data on oil and gas
hydrodynamics and particle formation under deep-sea conditions.
This work presents a new High-Pressure Test Center that allows for
experimental oil spill research under artificial deep-sea
conditions. It also contains experimental data on drop formation
processes and oil drop size distributions generated within this
test center and a modeling approach based on the turbulent energy
dissipation that has been developed to predict the droplet sizes of
an oil-and-gas jet under high pressure.
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