Greedy Bags of Childhoodnature Theories
- 6 Downloads
The purpose of this chapter is to assemble a theoretical toolkit, a greedy bag of possibilities, that can enable childhoodnature encounters to flourish in the Anthropocene and beyond. In this undertaking, our aim is not to put diverse theoretical perspectives into competition with each other but rather to assemble theories as tools which can produce sparks when knocked together. These are theories that can be packed up and taken for a walk. Theories that can help us to get out of sticky situations. And theories which children themselves can use to address the crises which they will inevitably inherit (and already are). As such, this theory-infused section seeks to put multiple philosophical perspectives into consequential relations such that they can become productive in their directions and differences. In this chapter we take stock of theories that have been productive in the field childhood-nature up to this point, while at the same time seeking new theories, which are emerging in direct response to the contemporary planetary turn.
KeywordsTheoretical approaches Diffractive theorizing Speculative figurations Posthumanism New materialism Learning theory Spacetimematterings Place theory Object-oriented Place attachment
- Barad, K. (2012, June). Intra-actions: An interview with Karen Barad by Adam Kleinman. Mousse, #34, 76–81.Google Scholar
- 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
- Colebrook, C. (Ed.). (2010). Extinction: Framing the end of the species. London, UK: Open Humanities Press.Google Scholar
- Deleuze, G., & Guattari, F. (1987/2014). A thousand plateaus. (Translated and a foreword by B. Massumi). London, England: Bloomsbury.Google Scholar
- Derrida, J. (2005). On touching–Jean-Luc Nancy. Stanford, CA: Stanford University Press.Google Scholar
- Haraway, D. (2011). SF: Science fiction, speculative fabulation, string figures, so far. Viewed Jan 30 2014. http://people.ucsc.edu/~haraway/Files/PilgrimAcceptanceHaraway.pdf.
- Haraway, D. (2015). Anthropocene, Capitalocene, Plantationocene, Chthulucene: Making kin. Environmental Humanities, 6(1), 159–165. http://environmentalhumanities.org.
- Harman, G. (2002). Tool-being: heidegger and the metaphysics of objects. Open Court: Chicago, IL.Google Scholar
- Harman, G. (2011). The quadruple object. Winchester, UK/Washington, DC: Zero Books.Google Scholar
- Harman, G. (2013). Bells and whistles: More speculative realism. Winchester, UK/Washington, DC: Zero Books.Google Scholar
- Head, L. (2016). Hope and grief in the anthropocene: Re-conceptualising human–nature relations. London, UK: Routledge.Google Scholar
- Koro-Ljungberg, M. (2015). Reconceptualizing qualitative research: Methodologies without methodologies. London, England: Sage.Google Scholar
- Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.Google Scholar
- Malone, K. (2017). Children in the Anthropocene: Rethinking sustainability and child friendliness in cities. London, England: Palgrave.Google Scholar
- Malone, K., & Waite, S. (2016). Student outcomes and natural schooling: Pathways from evidence to impact report. Plymouth, UK: Plymouth University. Retrieved from https://www.plymouth.ac.uk/uploads/production/document/path/6/6811/Student_outcomes_and__natural_schooling_pathways_to_impact_2016.pdf. https://doi.org/10.13140/RG.2.1.3327.7681.
- Morton, T. (2007). Ecology without nature: rethinking environmental aesthetics. Cambridge, MA: Harvard University Press.Google Scholar
- Morton, T. (2010). The ecological thought. Cambridge, MA: Harvard University Press.Google Scholar
- Morton, T. (2013). Hyperobjects: Philosophy and ecology after the end of the world. Minneapolis, MN: University of Minnesota Press.Google Scholar
- Morton, T. (2016). Dark Ecology. For a logic of future coexistence. New York, NY: Columbia University Press.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
- Van der Tuin, I. (2014). Diffraction as methodology as feminist onto-epistemology: On encountering chantal and chawaf and posthuman interpellation. Parallax, 20(3), 231–244.Google Scholar
- Waite, S. (2015). Culture clash and concord: Supporting early learning outdoors in the UK. In H. Prince, K. Henderson, & B. Humberstone (Eds.), International handbook of outdoor studies. London, England: Routledge.Google Scholar