Iris Duhn is an Associate Professor in the Faculty of Education at Monash University, Melbourne, Australia. She has a longstanding interest in critical childhood studies, environmental education, and sociology. Karen Malone is a Professor of Education and Research Director at Swinburne University of Technology, Melbourne, Australia. She writes extensively about childhoods in the Anthropocene and has published extensively in environmental education research. Marek Tesar is Associate Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand. His published writing focuses on childhood studies and philosophy.

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• Introduction: Troubling the intersections of urban/nature/childhood in environmental education 1. Beyond stewardship: common world pedagogies for the Anthropocene 2. Reconfiguring urban environmental education with ‘shitgull’ and a ‘shop’ 3. Thinking with broken glass: making pedagogical spaces of enchantment in the city 4. ‘I saw a magical garden with flowers that people could not damage!’: children’s visions of nature and of learning about nature in and out of school 5. ‘Staying with the trouble’ in child-insect-educator common worlds 6. Between indigenous and non-indigenous: urban/nature/child pedagogies 7. Going back and beyond: children’s learning through places 8. Learning from cities: a cautionary note about urban/childhood/nature entanglements

Iris Duhn is an Associate Professor in the Faculty of Education at Monash University, Melbourne, Australia. She has a longstanding interest in critical childhood studies, environmental education, and sociology. Karen Malone is a Professor of Education and Research Director at Swinburne University of Technology, Melbourne, Australia. She writes extensively about childhoods in the Anthropocene and has published extensively in environmental education research. Marek Tesar is Associate Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand. His published writing focuses on childhood studies and philosophy.

Select Guide Rating

• Introduction: Troubling the intersections of urban/nature/childhood in environmental education 1. Beyond stewardship: common world pedagogies for the Anthropocene 2. Reconfiguring urban environmental education with ‘shitgull’ and a ‘shop’ 3. Thinking with broken glass: making pedagogical spaces of enchantment in the city 4. ‘I saw a magical garden with flowers that people could not damage!’: children’s visions of nature and of learning about nature in and out of school 5. ‘Staying with the trouble’ in child-insect-educator common worlds 6. Between indigenous and non-indigenous: urban/nature/child pedagogies 7. Going back and beyond: children’s learning through places 8. Learning from cities: a cautionary note about urban/childhood/nature entanglements

Iris Duhn is an Associate Professor in the Faculty of Education at Monash University, Melbourne, Australia. She has a longstanding interest in critical childhood studies, environmental education, and sociology. Karen Malone is a Professor of Education and Research Director at Swinburne University of Technology, Melbourne, Australia. She writes extensively about childhoods in the Anthropocene and has published extensively in environmental education research. Marek Tesar is Associate Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand. His published writing focuses on childhood studies and philosophy.

Select Guide Rating

• Introduction: Troubling the intersections of urban/nature/childhood in environmental education 1. Beyond stewardship: common world pedagogies for the Anthropocene 2. Reconfiguring urban environmental education with ‘shitgull’ and a ‘shop’ 3. Thinking with broken glass: making pedagogical spaces of enchantment in the city 4. ‘I saw a magical garden with flowers that people could not damage!’: children’s visions of nature and of learning about nature in and out of school 5. ‘Staying with the trouble’ in child-insect-educator common worlds 6. Between indigenous and non-indigenous: urban/nature/child pedagogies 7. Going back and beyond: children’s learning through places 8. Learning from cities: a cautionary note about urban/childhood/nature entanglements