The purpose of this chapter is to assemble a theoretical toolkit, a greedy bag of possibilities, that can enable childhood nature encounters to flourish in the Anthropocene and beyond. In this undertaking, our aim is not to put diverse theoretical perspectives into competition with each other but rather to assemble theories as tools which can produce sparks when knocked together. These are theories that can be packed up and taken for a walk. Theories that can help us to get out of sticky situations. And theories which children themselves can use to address the crises which they will inevitably inherit (and already are). As such, this theory-infused section seeks to put multiple philosophical perspectives into consequential relations such that they can become productive in their directions and differences. In this chapter we take stock of theories that have been productive in the field childhood-nature up to this point, while at the same time seeking new theories, which are emerging in direct response to the contemporary planetary turn.

Item Type:	Research Book Chapter
Keywords:	theoretical approaches , diffractive theorizing , speculative figurations, posthumanism, new materialism, learning theory, spacetimematterings, place theory, object-oriented, place attachment
Research Division:	Education
Research Group:	Education systems
Research Field:	Early childhood education
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Early childhood education
UTAS Author:	Duhn, I (Professor Iris Duhn)
ID Code:	153223
Year Published:	2020
Deposited By:	Education
Deposited On:	2022-09-14
Last Modified:	2022-10-24
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