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Troubling the intersections of urban/nature/childhood in environmental education


Duhn, I and Malone, K and Tesar, M, Troubling the intersections of urban/nature/childhood in environmental education, Environmental Education Research, 23, (10) pp. 1357-1368. ISSN 1350-4622 (2017) [Refereed Article]

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DOI: doi:10.1080/13504622.2017.1390884


This collection examines why urban environments are key sites for reimagining and reconfiguring human-nature encounters in times and spaces of planetary crisis. Cities constitute powerful and troubling spaces for human-nature intersections. They typically represent the effects of human dominance over nature: humans in control, taming and managing the wildness of ‘nature’ by domesticating it. Children existing in these mostly adult designed and orchestrated creations are often ignored as city dwellers, along with animals who increasingly migrate into urban areas. Yet cities are also sites of innovation and ‘greening’, of critical democracy and renewal, with the most innovative cities including those where children co-create urban environments, and where animals and plants are valued as co-city dwellers. As this collection shows, troubling and reimagining these sites for diverse forms and ways of living, including of encounter with the other, and thus what can be learnt and taught through urban nature childhoods, is one possible pathway for working out different modes of being human with the earth.

Item Details

Item Type:Refereed Article
Keywords:early years, environmental sociology, nature, urban, childhoods, cities, education
Research Division:Education
Research Group:Education systems
Research Field:Early childhood education
Objective Division:Culture and Society
Objective Group:Ethics
Objective Field:Environmental ethics
UTAS Author:Duhn, I (Professor Iris Duhn)
ID Code:150980
Year Published:2017
Web of Science® Times Cited:22
Deposited By:Education
Deposited On:2022-07-08
Last Modified:2022-07-18

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