Informal environmental learning: the sustaining nature of daily child/water/dirt relations

Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)

“…Gutiérrez and Pirrami [85] explore a method on problem-based learning to commitment teachers in water issues and explore some obstacles to introduce active learning approaches to treat socio-environmental issues [85]. Other research uses new technologies as short videos on water [86] or video games to problematise sustainability water as a limited resource. For example, The Sun and Water project [87] is presented as an educational action through an electronic game which is based on regional problems on water that explored by means of information overload, virtual simulations, and real-world data; the game immerses preservice teachers in water management topics, biodiversity, sustainability, and human impact on the environment.…”

Tensions, knots, and lines of flight: themes and directions of travel for new materialisms and environmental education

“…More forcefully there is an emerging movement that seeks to take new materialisms and the material-thinking they result in as a serious contestation to prevailing forms of qualitative methodology. Within the special issue, examples of these include Ruck and Mannion (2019), Jukes and Reeves (2019), and Crinall and Somerville (2019). Works that advocate this 'post-method' thinking include Law's (2004) Within the field of environmental education, edited collections interested in new theory, troubling/creating research methods concerned with materiality, place, the Anthropocene and environmental education practice have begun to appear (e.g.…”

New materialisms and environmental education: editorial

“…Extracting the concept 'pedagogy' from more static or mechanical versions, these papers illustrate how new materialist strategies might lead to various forms of play with educational concepts, in order to break free from traditional essentialist boundaries or what might be seen as staid pointillist practice. For example, via 'relationally attuned [ … ] climate pedagogies' (Verlie and CCR15, 2018), 'remaking pedagogies' (Hofverberg, 2019), 'pedagogical strategies' (Jukes and Reeves, 2019), 'water and art as philosophical muse' and 'relational pedagogies' (Crinall and Somerville, 2019), thinking and 'hesitating' 'with microbes' as 'more-than-human agencements' in 'moldschools' (Tammi, 2019) we witness scholars from around the world re-working pedagogical possibilities by emphasising the relational qualities of the matter that co-create distributed agencies in environmental education. Similarly, articles on 'thinking with the elements' (Piotrowski, 2019) 'Assemblage Pedagogy' (Mannion, 2019), 'research assemblage' (Ruck and Mannion, 2019), and 'immanent environmental ethics' (Rousell, 2018) all endeavour to muddy arbitrary humanistic boundaries and binaries, and instead include the idea that we are always already 'of' the world, not simply in it or on it.…”