Work

Attending to children’s voices within environmental education

Year: 2024

Type: article

Abstract: The article reports on a study that explores children’s epistemologies of the environment. We drew on Nxumalo’s (2016) concept of ‘refiguring presences’ as a conceptual and methodological orientation. Such an orientation develops an expansive understanding of voice, encourages researchers to resist absences and erasures, and braids together activities of attending, remembering, disrupting, and imagining. Based on a study in a diverse multilingual primary school in the North West of England, we explore children’s relationships with the natural environment with a focus on treescapes. We use an anti-colonial lens and propose a mode of listening to voices in ways that recognise the emergence and entanglements of data, distributed stories, knowledge systems and concepts in ways that challenge neat theorisations about children’s relationship with the environment.

Source: Childhood

DOI: 10.1177/09075682241299520

Authors: Samyia Ambreen, Khawla Badwan, Kate Pahl

Institution: Manchester Metropolitan University

Language: English

Topic: Environmental and sustainability education

Subfield: Management, Monitoring, Policy and Law

Field: Environmental Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,450