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 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 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.

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.

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.

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.