Re‐searching and re‐storying the complex and complicated relationship of<i>biophilia</i>and<i>bibliophilia</i>

Bai, Heesoon; Elza, Daniela; Kovács, Péter; Romanycia, Serenna

doi:10.1080/13504621003613053

Cited by 25 publications

(17 citation statements)

References 5 publications

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“…Chawla and Hart (1995) concur that our concern for the environment has its origins in our childhoods, during which our early feelings and sensations of the world have opened our awareness and attachment to the world as a living being. Further, Bai et al's (2010) commentary suggests that love of life and nature takes root in a consciousness that attends. Attending.…”

Section: Education For Sustainabilitymentioning

confidence: 99%

Remembering and Representing the Wonder: Using Arts-Based Reflection to Connect Pre-service Early Childhood Teachers to Significant Childhoodnature Encounters and Their Professional Role

Black¹

2018

Handbook of Comparative Studies on Community Colleges and Global Counterparts

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Early childhood educators are uniquely placed to support children's ways of knowing and being and to share in and respond to children's wonder and understandings about childhoodnature encounters and relationships. The context of this chapter is a sustainability-focused course in an Australian undergraduate early childhood education teaching degree. As part of this course, two groups of 27 pre-service teachers used narrative and arts-based methods to explore personal childhoodnature experiences and memories. Supported by their stories and creative and historical artifacts, pre-service teachers remembered their childhood wonder of belonging to a universea universe they are part of and shapebut

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Section: Education For Sustainabilitymentioning

confidence: 99%

Remembering and Representing the Wonder: Using Arts-Based Reflection to Connect Pre-service Early Childhood Teachers to Significant Childhoodnature Encounters and Their Professional Role

Black¹

2018

Handbook of Comparative Studies on Community Colleges and Global Counterparts

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“…Ecocomposition might pithily be described as an evolving refinement within the field of environmental rhetoric in that it shifts our attention and interest to the act of writing (or other modes, genres and styles of representation) which, in their own right, is an ecopedagogy (Bai et al 2010) and, for example, can occur immersively in the places of its production (Burke and CutterMackenzie 2010). We witnessed this in the 'older' genre of nature writing.…”

Section: Children's Literature and The Realities Of Environmental Edumentioning

confidence: 99%

“…There are numerous mediums of the modern 'utopian' and/or postmodern 'imaginary' through which ecopoetics might bring forth a worldview different or other to those that dominate (Bai et al 2010;Payne 2010b), noting Dobrin's (2010) double-edged play on the notion of 'greening'. Most contributions to this issue line up with ecocriticism, as both a form of analysis and critique of texts (e.g., Morgan), Brazilian Journal of Environmental Education, volume 3, 2008, which makes strong use of these terms in exploring poststructuralist, psychoanalytic and vitalist theories for environmental education).…”

Section: Children's Literature and The Realities Of Environmental Edumentioning

confidence: 99%

Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges

Reid

Payne

Cutter-Mackenzie

2010

Environmental Education Research

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This not quite 'final' ending of this special issue of Environmental Education Research traces a series of hopeful, if somewhat difficult and at times challenging, openings for researching experiences of environment and place through children's literature. In the first instance, we draw inspiration from the contributors who have authored, often autoethnographically, some of the art and craft of their respective ecopedagogies and research efforts. We then proceed with a reminder of the lurking presence of fear found in some of the articles published here and elsewhere, opening up the fear factor at large in broader everyday, social, political and global discourses to further scrutiny and a more optimistic quest when engaging children's literature, its risks and its hopes. Our aim here, as noted in the Editorial, is to develop the discourse and practice of environmental education research in this area. Thus, we also explore how children's literature has a pedagogical place in the positive social construction of intergenerational ethics focusing on how and what, and in what ways, textual and visual messages can be passed on to that next generation, and how and what they might take up creatively and imaginatively, in practice and conceptually. To do this, we offer thoughts on how children's literature might draw selectively from broader aspects of the ecoliterature and humanities, and finally, on the basis of this collection, present a series of possible research issues and further deliberations to broadly nurture the development of research in this area. Not quite once upon a timeI have argued that it is through narrative that we create and re-create selfhood, that self is a product of our telling and not some essence to be delved for in the recesses of subjectivity. There is now evidence that if we lacked the capacity to make stories about ourselves, there would be no such thing as selfhood.Dysnarrativa, a severe [neurological] impairment in the ability to tell or understand stories … is deadly for selfhood … The construction of selfhood, it seems, cannot proceed without a capacity to narrate.Once we are equipped with that capacity, we can produce a selfhood that joins with others, that permits us to hark back selectively to our past while shaping ourselves for *Corresponding author.

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“…The childmaking is not the subject producing, but the subject forming. Yet, children produce: imaginative play, storytelling, building with blocks, and drawing pictures (see Bai et al 2010;Burke and Cutter-Mackenzie 2010;Korteweg, Gonzalez, and Guillet 2010;Payne 2010), for instance, are all forms of production. Yet, when these forms have been regarded as educational, as methods for novice subjects to gather the experiences necessary to be authenticated as full-formed subjects, conventionally it has not been as authentic or valid forms in and of themselves.…”

Section: From Interpretation To Productionmentioning

confidence: 99%

Through green eyes: complex visual culture and post‐literacy

Dobrin

2010

Environmental Education Research

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By way of reclamation of the metaphor 'green,' this paper contends that research regarding the relationships between children's literatures and cultures and environmental experience requires a reinvigorated consideration of the role of the visual. The heightened importance of visual texts is made evident via three primary, contemporary conditions of textual dissemination: hyper-circulation, shifts from page to screen as the dominant method of textual transmission, and increases in visuals as the primary mode of information conveyance. The conditions of textual distribution also call to question the status quo understanding of children's subject formation. This paper contends that by examining new media technologies in conjunction with methodologies borrowed from studies of complex ecology and systems theories, research might be able to better theorize how and why children's texts influence children's lived experiences with environments and place. Ultimately, this paper proposes not just that a greater attention to the visual rhetoric of children's texts is crucial, but that researchers also consider how current contexts encourage child subjects to produce texts as active agents within complex networks, not only interpret them.

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Re‐searching and re‐storying the complex and complicated relationship ofbiophiliaandbibliophilia

Cited by 25 publications

References 5 publications

Remembering and Representing the Wonder: Using Arts-Based Reflection to Connect Pre-service Early Childhood Teachers to Significant Childhoodnature Encounters and Their Professional Role

Remembering and Representing the Wonder: Using Arts-Based Reflection to Connect Pre-service Early Childhood Teachers to Significant Childhoodnature Encounters and Their Professional Role

Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges

Through green eyes: complex visual culture and post‐literacy

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