Skip to main content

Ecologies: Entangled Natures

  • Chapter
  • First Online:
Children in the Anthropocene

Part of the book series: Palgrave Studies on Children and Development ((PSCD))

  • 804 Accesses

Abstract

Cities are central sites for reconfiguring human–nature encounters in the Anthropocene. The city constitutes a powerful imaginary of the human–nature disconnect and therefore brings credence and attention to our seemingly de-natured lives. Cities represent the effects of the human dominance over ‘nature’: humans in control, taming and managing the wildness of the natural world, keeping nature out. This chapter supports new imaginings for the mattering of natural relations through the ploy of intra-action. It is about opening up possibilities to consider how to engage with the complexity of the child–nature encounters in cities. Put simply, posthumanist and new materialist readings of child–nature encounters, like those presented in this chapter, invite researchers and educators to look at data differently in order to support a shared imagining for a ‘collective ecology’ of human and non-human, child–nature–city collectives in the Anthropocene.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 69.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 89.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Barad, K. (2014). Diffracting Diffraction: Cutting Together-Apart. Parallax, 20(3), 168–187. https://doi.org/10.1080/13534645.2014.927623.

    Article  Google Scholar 

  • Bennett, J. (2010). Vibrant Matter. A Political Ecology of Things. Durham: Duke University Press.

    Google Scholar 

  • Bolivian [Plurinational] Legislative Assembly. (2011). The Act of the Rights of Mother Earth. Viewed 3 May 2016. http://www.whale.to/c/bolivia-law-of-rights-of-mother-earth-eng-js121011.pdf

  • Chandler, D. (2013). The World of Attachment? The Post-humanist Challenge to Freedom and Necessity. Millennium – Journal of International Studies, 41(3), 516–534.

    Google Scholar 

  • Chawla, L. (2002). Growing Up in an Urbanizing World. London: UNESCO/Earthscan.

    Google Scholar 

  • Dickinson, E. (2013). The Misdiagnosis: Rethinking “Nature-Deficit Disorder”. Environmental Communication, 7(3), 315–414. https://doi.org/10.1080/17524032.2013.802704.

    Article  Google Scholar 

  • Duhn, I. (2012). Making “Place” for Ecological Sustainability in Early Childhood Education. Environmental Education Research, 18(1), 19–29. https://doi.org/10.1080/13504622.2011.572162.

    Article  Google Scholar 

  • Evans, G., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young Children’s Environmental Attitudes and Behavior. Environment and Behavior, 39(5), 635–659. https://doi.org/10.1177/0013916506294252.

    Article  Google Scholar 

  • Fried, M. (2000). Continuities and Discontinuities of Place. Journal of Environmental Psychology, 20, 193–205.

    Google Scholar 

  • Gill, T. (2007). No Fear: Growing Up in a Risk Averse Society. London: Calouste Gulbenkian Foundation.

    Google Scholar 

  • Haraway, D. (2016). Staying with the Trouble: Making Kin in the Chthulucene. Durham: Duke University Press.

    Book  Google Scholar 

  • Hordyk, S., Dulde, M., & Shem, M. (2014). When Nature Nurtures Children: Nature as a Containing and Holding Space. Children’s Geographies, 13(5), 571–588. https://doi.org/10.1080/14733285.2014. 923814.

    Article  Google Scholar 

  • Kahn, P., & Kellert, S. (Eds.). (2002). Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. Cambridge, MA: The MIT Press.

    Google Scholar 

  • Kazpravda. (2015, December 15). Plant Generating Electricity from Sunlight to be Built in Aktau. Kazpravda. Viewed 15 May 2016. http://www.kazpravda.kz/en

  • Kellert, S., & Wilson, E. O. (Eds.). (1993). The Biophilia Hypothesis. Washington, DC: Island Press.

    Google Scholar 

  • Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin Books.

    Google Scholar 

  • Louv, R. (2011). The Nature Principle. Chapel Hill: Algonquin Books.

    Google Scholar 

  • Malone, K. (2001). Children, Youth and Sustainable Cities (Special Edition Editorial). Local Environment: The International Journal of Justice and Sustainability, 6(1), 5–12. https://doi.org/10.1080/ 13549830120024215.

    Article  Google Scholar 

  • Malone, K. (2007). The Bubble-Wrap Generation: Children Growing Up in Walled Gardens. Environmental Education Research, 13(4), 513–528. https://doi.org/10.1080/13504620701581612.

    Article  Google Scholar 

  • Malone, K. (2008). How Child-Friendly Is My Community? A Study of the Child Friendliness of the City of Brimbank. Research report for the Smith Family and the City of Brimbank, University of Wollongong, Wollongong.

    Google Scholar 

  • Malone, K. (2010). Freeing Children to Contribute: Building Child-Friendly Cities in the Asia Pacific Region. Childhood Matters, 115, 20–25.

    Google Scholar 

  • Malone, K. (2013, November). Kazakhstan Child Friendly Cities: Final Report. Centre for Educational Research, Western Sydney University, Sydney.

    Google Scholar 

  • Malone, K. (2015a). Children’s Rights and the Crisis of Rapid Urbanization: Exploring the United Nations Post 2015 Sustainable Development Agenda and the Potential Role for UNICEF’s Child Friendly Cities Initiative. The International Journal of Children’s Rights,23, 1–20.

    Google Scholar 

  • Malone, K. (2015b). Posthumanist Approaches to Theorizing Children’s Human-Nature Relations. In K. Nairn et al. (Eds.), Space, Place and Environment, Geographies of Children and Young People (Vol. 3). doi:https://doi.org/10.1007/978-981-4585-90-3_14-1.

  • Malone, K., & Tranter, P. (2003). Schoolgrounds as Sites for Learning: Making the Most of Environmental Opportunities. Environmental Education Research, 9(4), 283–303.

    Article  Google Scholar 

  • Malone, K., & Waite, S. (2016). Student Outcomes and Natural Schooling: Pathways form Evidence to Impact Report 2016. Plymouth: Plymouth.

    Google Scholar 

  • Phenice, L. A., & Griffore, R. J. (2003). Young Children and the Natural World. Contemporary Issues in Early Childhood, 4(2), 167–171. https://doi.org/ 10.2304/ciec.2003.4.2.6.

  • Plumwood, V. (2007). Journey to the Heart of Stone. In F. Becket & T. Gifford (Eds.), Culture, Creativity and Environment: New Environmentalist (pp. 17–35). Amsterdam: Rodopi.

    Google Scholar 

  • Prigogine, I., & Stengers, I. (1984). Order Out of Chaos: Man’s New Dialogue with Nature. New York: Bantam Books.

    Google Scholar 

  • Raittila, R. (2012, September 1). With Children in Their Lived Place: Children’s Action as Research Data. International Journal of Early Years Education, 20(3), 270–279.

    Google Scholar 

  • Satubaldina, A. (2015, February 9). Solar Power Plant to be Built in Aktau in Western Kazakhstan. Tengri News. Viewed 3 June 2016. https://en.tengrinews.kz

  • Scannell, L., & Gifforde, R. (2014). Comparing Theories of Interpersonal and Place Attachment. In L. Manzo & P. Devine-Wright (Eds.), Place Attachment: Advances in Theory, Methods and Applications. London: Routledge.

    Google Scholar 

  • Stone, M. (2005). “It Changed Everything We Thought We Could Do”: The STRAW Project. In M. Stone & Z. Barlow (Eds.), Ecological Literacy: Education Our Children for a Sustainable World. San Francisco: Sierra Club Books.

    Google Scholar 

  • Taylor, A. (2013). Reconfiguring the Natures of Childhood. Oxon and London: Routledge.

    Google Scholar 

  • Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with Children, Ants, and Worms in the Anthropocene: Towards a Common World Pedagogy of Multispecies Vulnerability. Pedagogy, Culture & Society, 23(4), 507–529. https://doi.org/10.1080/14681366.2015.1039050.

    Article  Google Scholar 

  • Taylor, A., Blaise, M., & Guigni, M. (2013). Haraway’s ‘Bag Lady Story-Telling’: Relocating Childhood and Learning Within a ‘Post-Human Landscape’. Discourse: Studies in the Cultural Politics of Education, 34(1), 48–62.

    Google Scholar 

  • UNICEF. (2001). Partnerships to Create Child-Friendly Cities: Programming for Child Rights with Local Authorities. New York: UNICEF/IULA.

    Google Scholar 

  • Uzzell, D. (1999). Education for Environmental Action in the Community: New Roles and Relationships. Cambridge Journal of Education, 29(1), 397–413.

    Google Scholar 

  • Valantin, J. (2016, March 29). The Planetary Crisis Rules (1). The Red Team Analysis Society. https://www.redanalysis.org/2016/01/25/the-planetary-crisis-and-its-rule-part-1/

  • Wals, A. (1994). Pollution Stinks. De Lier: Academic Book Centre.

    Google Scholar 

  • Wilson, E. (1984). Biophilia. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Zavialov, P. (2005). Physical Oceanography of the Dying Aral Sea. Chichester: Praxis Publishing Ltd.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Malone, K. (2018). Ecologies: Entangled Natures. In: Children in the Anthropocene. Palgrave Studies on Children and Development. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-43091-5_4

Download citation

Publish with us

Policies and ethics