Childhoodnature Alternatives: Adolescents in India, Nepal, and Bangladesh Explore Their Nature Connectedness

Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


Enhancing children’s connections with nature has emerged as a “hot” topic in child development and learning discourses over the last decade and in the context of childhood that is increasingly screen mediated. Priveleged, Minority western modernity perspectives dominate, with a harking back to a romantic view of (usually young) children frolicking in nature. Rarely is there consideration of diversity within the discourse, in terms of lifestage or cultural, geographic, and socioeconomic contexts. In this Chapter, adolescents from a range of Majority (world) situations in India, Nepal, and Bangladesh contribute their perceptions, conceptualizations, and practices of nature in their lives as researchers within a “child-framed” methodology (Barratt Hacking et al., 2013). Socioecological factors influence the adolescents’ nature knowledge, attitudes, and pro-environmental behaviors. The adolescents in these Majority contexts live intimately connected to natural systems, but the life for these adolescents in India, Nepal, and Bangladesh is very different to that of dominant conceptualizations of Minority western-style childhoodnature. The factors that influence their nature connectedness provide alternatives for conceptualizing and nurturing childhoodnature.


Ecological literacy Majority (non-Western) context Nature connectedness Socioecological Adolescents Culture 


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© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Victoria UniversityMelbourneAustralia
  2. 2.Southern Cross UniversityGold CoastAustralia
  3. 3.Southern Cross UniversityLismoreAustralia

Section editors and affiliations

  • Marianne Logan
    • 1
  • Helen Widdop Quinton
    • 2
  1. 1.Southern Cross UniversityLismoreAustralia
  2. 2.Victoria UniversityMelbourneAustralia

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