This book, at the intersection of early childhood and reconceptualizing practice, looks at how practitioners, theorists, and teachers are supporting young children to care about the environment differently.
Despite the current popularity of post-human perspectives, in social science more broadly and in early childhood studies more specifically, this is one of few to make visible international practices and perspectives that emerge at the intersection of early childhood education, environmental justice, sustainability, and intergenerational/interspecies communities. The book provides an innovative exploration of the links between children, elders, and nature. With contributions from established scholars, practitioners, and newcomers this book reframes educating for social justice within an ecological landscape; one in which young children and their elders are mobilized to understand, reconceptualize and even undo negative environmental impact, whilst grappling with the ways in which the earthly forces are acting upon them. Specific theoretical chapters (spirituality, nature, critical and post-human/materiality, pragmatics, and constructivism approaches) are blended with applications of pedagogic strategies from across the globe.
This book responds to a growing interest among early childhood professionals and scholars for sustainably focused and ethically reimagined programs. This collection rewards the reader with opportunities to critically reflect on their own practice, delves into new terrestrial collectives, and explores new pedagogical pathways. It will be essential reading for practitioners and scholars alike.
List of illustrations
List of contributors
Introduction: why nurture nature and the environment with young children?
Janice Kroeger, with Casey Y. Myers
Part I Worldly longing(s)
1. Uneasy assemblages of childearthbodies
2. Renarrativizing our earth-centeredness: a perspective from Aotearoa (New Zealand)
3. Environmental justice in the shadow of the hyperobject: reflections from (not) saving the community garden
Casey Y. Myers
Part II Earth-indigeneity: place and pedagogies
4. Place sensitive pedagogy and the importance of traditional knowledges in Sámi early childhood institutions
Aslaugh Andreassen Becher, Laila Aleksandersen Nutti and Bushra Fatima Syed
5. Turkana indigenous knowledge as narrated by Turkana Elders: implications for early childhood curriculum in pastoralist communities in Kenya
John T. Ng’asike
6. The call to nature permaculture project
Lola Rembekova and Solomon Amuzu
7. This is my dad and he’s a scrapper: curriculum, economics and clout in kindergarten
Jonothan Shaw and Katy Morgan
8. Eating for ecoliteracy: the social praxis of sustainability at a residential environmental education center
Part III Sustainable futures: new terrestrial collectives
9. Nature can be dead and alive: Pachysandra is a bad guy
10. Imagine sustainable futures: experimental encounters between young children and vibrant recycled matter
11. Gardening with children and pre-service teachers: considering terrestrialcollective(s) in action
Janice Kroeger, Terri Cardy, Abigail E. Recker, Lynn Gregor, Aubrey Ryan, Anna Beckwith and Jacob Dunwiddie