This book addresses the need for new forms of climate change education that are responsive to the rapidly changing material conditions of children's social and environmental worlds. It connects climate change education with posthumanist studies of childhood in the social sciences and environmental humanities. It also offers opportunities for readers to encounter new theoretical and methodological approaches for collaborative art, inquiry, and learning with children. The book provides a comprehensive description of how posthumanist concepts and practices can be creatively developed and deployed in collaboration with children and young people. Drawing on three years of participatory research undertaken with 135 children in the Climate Change and Me (CC+Me) project (the first project in the international CC+Me international research program), it takes children's creative and affective responses to climate change as the starting point for the co-production of knowledge, community engagement, and the transformation of pedagogy and curriculum in schools.

The book offers new perspectives on climate change education as a field that can foster and achieve a new synthesis of creative, critical, philosophical, and empirical practices and orientations. It presents a series of generative openings and propositions for future research initiatives in the field of climate change education

Includes a new theoretical framework for posthumanist studies of childhood in the Anthropocene

Describes innovative methods for undertaking participatory research with children in their local environments

Applies posthumanist theories and methodologies to the development of a climate change curriculum

Autorentext

Dr David Rousell is Senior Lecturer in Creative Education at RMIT University where he leads the Creative Agency Lab for transdisciplinary studies of creative ecologies. He worked as Co-Investigator for the three-year Climate Change and Me (CC+Me) project at Southern Cross University, which explored children and young people's creative responses to climate change across NSW, Australia. Between 2017-2019 he was a post-doctoral Research Fellow in the Education and Social Research Institute at Manchester Metropolitan University, where he coordinated the Manifold Lab for Biosocial and Eco-Sensory Studies of Learning. His recent research and artistic projects continue to focus on creating multi-sensory and immersive responses to climate change through research partnerships with schools, universities, museums, and community arts organizations.

Amy Cutter-Mackenzie-Knowles is a Professor of Sustainability, Environment and Education at Southern Cross University. She is the Executive Dean of the Faculty of Education, as well as the Research Leader of the 'Sustainability, Environment and the Arts in Education' (SEAE) Research Cluster. Amy's research centres on climate change, childhoodnature, posthuman philosophy, and child-framed research methodologies. She is particularly focussed on the pivot points between environmental education, science, philosophy, and the Arts. Amy has been recognised for both her teaching and research excellence in environmental education, including the Australian Association for Environmental Education Fellowship (Life Achievement Award) for her outstanding contribution to environmental education research.

Inhalt
Encountering the Anthropocene.- Critical Climate Change Education in a Posthuman Milieu .- Research Playspaces: Climate Child Researchers.- An Ecological Aesthetics of Childhood.- Surfaces of Experience.- Children of an Earth to Come.- Generative Openings.