Karen Malone – författare

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 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 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.

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.

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.

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 book is an educational novella composed from diverse encounters of walking-with a glacier, offering the reader possibilities for wilding ecologies as a means to be immersed in more-than-human lives and places.

This handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data.The underlying objectives of the handbook are two-fold:• Opening up spaces for Childhoodnature researchers;• Consolidating Childhoodnature research into one collection that informs education.The use of the new concept ‘Childhoodnature’ reflects the editors’ and authors’ underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature.The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature.

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.

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.

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.

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.