Nature journaling as a holistic pedagogical experience with the more-than-human world

References

• Abram, D. (1997). The spell of the sensuous: Perception and language in a more-than-human world. New York, NY: Vintage Books.
   Google Scholar
• Arnold, G. (2012). Enhancing college students’ environmental sensibilities through online nature journaling. Environmental Education Research, 181, 133–150. doi:10.1080/13504622.2011.589000
   Web of Science ®Google Scholar
• Ballantyne, R., & Packer, J. (2009). Introducing a fifth pedagogy: Experience based strategies for facilitating learning in natural environments. Environmental Education Research, 15(2), 243–262. doi:10.1080/13504620802711282
   Web of Science ®Google Scholar
• Bell, A. (1997). Natural history from a learner’s perspective. Canadian Journal of Environmental Education, 2(1), 132–144.
   Google Scholar
• Bhaskar, R. (2016). Enlightened common sense: The philosophy of critical realism. London/New York, NY: Routledge.
   Google Scholar
• Bonnett, M. (2004). Retrieving nature: Education for a post-humanist age. Bodmin: Blackwell Publishing.
   Google Scholar
• Brody, M. (2005). Learning in nature. Environmental Education Research, 11(5), 603–621. doi:10.1080/13504620500169809
   Google Scholar
• Brown, G. (2009). The ontological turn in education. Journal of Critical Realism, 8(1), 5–34. doi:10.1558/jocr.v8i1.5
   Google Scholar
• Cheng, J. C., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44(1), 31–49. doi:10.1177/0013916510385082
   Web of Science ®Google Scholar
• Connor-Greene, P. A. (2000). Making connections: Evaluating the effectiveness of journal writing in enhancing student learning. Teaching of Psychology, 27(1), 44–46. doi:10.1207/S15328023TOP2701_10
   Web of Science ®Google Scholar
• Cormell, J., & Ivey, T. (2012). Nature journaling. Enhancing students’s connection to the environment through writing. Science Scope, 35(5), 38–43.
   Google Scholar
• Crutzen, P. (2002). Geology of Mankind. Nature, 415(6867), 23–23. doi:10.1038/415023a
   PubMed Web of Science ®Google Scholar
• Cutter-Mackenzie-Knowles, A., Malone, K., & Barratt Hacking, E. (Eds.). (2019). Research handbook on childhoodnature: Assemblages of childhood and nature research. Singapore: Srpinger.
   Google Scholar
• Dewey, J. (1998). Experience and education. Indianapolis, IN: Kappa Delta Pi.
   Google Scholar
• Duhn, I. (2017). Cosmopolitics of place: Towards urban multispecies living in precarious times. In K. Malone, S. Truong & T. Gray (Εds.), Reimagining sustainability in precarious times (pp. 45–57). Singapore: Springer.
   Google Scholar
• Edwards, C. P., Gandini, L., & Forman, G. E. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach—advanced reflections. Greenwich: ABLEX.
   Google Scholar
• Elliott, S. (2010). Children in the natural world. In J. M. Davis (Ed.), Young children and the Environment, early education for sustainability (pp. 43–75). Cambridge: Cambridge University Press.
   Google Scholar
• Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577–598. doi:10.1080/13504622.2011.565119
   Web of Science ®Google Scholar
• Fawcett, L., Bell, A. C., & Russell, C. L. (2002). Guiding our environmental praxis: Teaching for social and environmental justice. In W. Leal Filho (Ed.), Teaching sustainability at universities: Towards curriculum greening (pp. 223–238). New York, NY: Peter Lang.
   Google Scholar
• Flowers, M., Lipsett, L., & Barrett, M. J. (2014). Animism, creativity, and a tree: Shifting into nature connection through attention to subtle energies and contemplative art practice. Canadian Journal of Environmental Education, 19, 111–126.
   Google Scholar
• Gruenewald, D. (2003). At home with the other: Reclaiming the ecological roots of development and literacy. The Journal of Environmental Education, 35(1), 33–43. doi:10.1080/00958960309600593
   Google Scholar
• Haraway, D. (2008). When species meet. Minneapolis: University of Minnesota Press.
   Google Scholar
• Jackson, A., & Mazzei, L. (2013). Plugging one text into another: Thinking with theory in qualitative research. Qualitative Inquiry, 19(4), 261–271. doi:10.1177/1077800412471510
   Web of Science ®Google Scholar
• Jackson, A., & Mazzei, L. (2018). Thinking with theory: A new analytic for qualitative inquiry. In N. Denzin & Y. Lincoln The SAGE handbook of qualitative research (5th ed.), (pp. 717–727). Los Angeles: SAGE.
   Google Scholar
• Jickling, B., Blenkinsop, S., Morse, M., & Jensen, A. (2018). Wild pedagogies: six initial touchstones for early childhood environmental educators. Australian Journal of Environmental Education, 34(2), 159–171. doi:10.1017/aee.2018.19
   Web of Science ®Google Scholar
• Jickling, B., Blenkinsop, S., Timmerman, N., & Sitka-Sage, M. D. (2018). Wild pedagogies. Touchstones for re-negotiating education and the environment in the anthropocene. Cham, Switzerland: Palgrave Macmillan.
   Google Scholar
• Johnson, K. (2014). Creative connecting: Early childhood nature journaling sparks wonder and develops ecological literacy. International Journal of Early Childhood Environmental Education, 2(1), 126–139.
   Google Scholar
• Kahn, P. H., & Kellert, S. R. (Eds.). (2002). Children and nature. Psychological, sociocultural and evolutionary investigations. Cambridge: The MIT Press.
   Google Scholar
• Kerka, S. (1996). Journal writing and adult learning. Washington, DC: Office of Educational Research and Improvement.
   Google Scholar
• Knight, S. (2013). Forest school and outdoor learning in the early years (Nd ed.). London: SAGE.
   Google Scholar
• Kolb, D. (1984). Experiential learning. Experience as the source of learning and development. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Latour, B. (2004). Politics of nature: How to bring the sciences into democracy. Cambridge, MA: Harvard University Press.
   Google Scholar
• Le Grange, L. (2018a). A (re)turn to realism(s). Educational Philosophy and Theory, 50(14), 1594–1595. doi:10.1080/00131857.2018.1461424
   Web of Science ®Google Scholar
• Le Grange, L. (2018b). What is (post)qualitative research?South African Journal of Higher Education, 32(5), 1–14.
   Web of Science ®Google Scholar
• Leslie, C.W., & Roth, C. E. (2000). Keeping a nature journal: Discover a whole new way of seeing the world around you. North Adams, MA: Storey Publishing
   Google Scholar
• Lewin, K. (2000). Resolving social conflicts. Social theory in social science. London: American Psychological Association.
   Google Scholar
• Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370–384. doi:10.1080/13504622.2012.697545
   Web of Science ®Google Scholar
• Malone, K. (2016). Reconsidering children’s encounters with nature and place using posthumanism. Australian Journal of Environmental Education, 32(1), 42–56. doi:10.1017/aee.2015.48
   Web of Science ®Google Scholar
• Malone, K., Truong, S., & Gray, T. (2017). Reimagining sustainability in precarious times. Singapore: Springer.
   Google Scholar
• McEvoy, P., & Richards, D. (2006). A critical realist rationale for using a combination of quantitative and qualitative methods. Journal of Research in Nursing, 11(1), 66–78. doi:10.1177/1744987106060192
   Google Scholar
• McMillan, S., & Wilhelm, J. (2007). Students’ stories: Adolescents constructing multiple literacies through nature journaling. Journal of Adolescent & Adult Literacy, 50(5), 370–377. doi:10.1598/JAAL.50.5.4
   Web of Science ®Google Scholar
• Miller, J., Karsten, S., Denton, D., Orr, D., & Colalillo Kates, I. (Eds.). (2005). Holistic learning and spirituality in education breaking new ground. New York, NY: State University of New York.
   Google Scholar
• Miller, J., & Nigh, K. (2017). Holistic education and embodied learning. Charlotte, NC: Information Age Publishing
   Google Scholar
• Moore, T. (2005). Educating for the Soul. In Miller, J., Karsten, S., Denton, D., Orr, D., & I. Colalillo Kates (Eds.), Holistic learning and spirituality in education breaking new ground (pp. 9–16). New York, NY: State University of New York.
   Google Scholar
• Orr, D. (1992). Ecological literacy. Albany, NY: State University of New York Press.
   Google Scholar
• Roszak, T. (1993). The voice of the Earth, An exploration of ecopsychology. New York, NY: Touchstone.
   Google Scholar
• Sandell, K., & Öhman, J. (2010). Educational potentials of encounters with nature: Reflections from a Swedish outdoor perspective. Environmental Education Research, 16(1), 113–132. doi:10.1080/13504620903504065
   Web of Science ®Google Scholar
• Schutte, A. R., Torquati, J. C., & Beattie, H. L. (2017). Impact of urban nature on executive functioning in early and middle childhood. Environment and Behavior, 49(1), 3–30. doi:10.1177/0013916515603095
   Web of Science ®Google Scholar
• Scott, D., & Bhaskar, R. (2015). Roy Bhaskar. A theory of education. Cham: Springer.
   Google Scholar
• Sitka-Sage, M. D., Kopnina, H., Blenkinsop, S., & Piersol, L. (2017). Rewilding education in troubled times; or, getting back to the wrong post-nature. Visions for Sustainability, 8, 20–37.
   Google Scholar
• Spalding, E., & Wilson, A. (2002). Demystifying reflection: A study of pedagogical strategies that encourage reflective journal writing. Teachers College Record, 104(7), 1393–1421. doi:10.1111/1467-9620.00208
   Web of Science ®Google Scholar
• St. Pierre, E. A. (2018). Writing post qualitative inquiry. Qualitative Inquiry, 24(9), 603–608. doi:10.1177/1077800417734567
   Web of Science ®Google Scholar
• Tai, L., Taylor-Haque, M., Mclellan, G., & Knight, E. J. (2006). Designing outdoor environments for children. New York, NY: McGraw Hill.
   Google Scholar
• Taylor, A. (2011). Reconceptualising the nature of childhood. Childhood, 18(4), 420–433. doi:10.1177/0907568211404951
   Web of Science ®Google Scholar
• Taylor, A. (2013). Reconfiguring the natures of childhood. London: Routledge.
   Google Scholar
• Taylor, A. (2017). Romancing or re-configuring nature in the anthropocene? Towards common worlding pedagogies. In K. Malone, S. Truong & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 61–75). Singapore: Springer.
   Google Scholar
• Taylor, A., & Giugni, M. (2012). Common worlds: Reconceptualising inclusion in early childhood communities. Contemporary Issues in Early Childhood, 13(2), 108–120. doi:10.2304/ciec.2012.13.2.108
   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. doi:10.1080/14681366.2015.1039050
   Google Scholar
• Tesar, M. (2017). Tracing notions of sustainability in urban childhoods. In K. Malone, S. Truong & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 115–127). Singapore: Springer.
   Google Scholar
• Vaughan-Lee, L. (Ed.). (2013). Spiritual ecology. The cry of the earth. California: The Golden Sufi Center.
   Google Scholar
• Ward, K. (2017). Beyond sustainability: New visions for Human econnection in early childhood education. In Malone, K., Truong, S., & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 129–142). Singapore: Springer.
   Google Scholar
• Warkentin, T. (2011). Cultivating urban naturalists: Teaching experiential, place-based learning through nature journaling in central park. Journal of Geography, 110(6), 227–238. doi:10.1080/00221341.2011.566345
   Web of Science ®Google Scholar
• Wells, N. (2000). At home with nature effects of “greenness” on children’s cognitive functioning. Environment and Behavior, 32(6), 775–795. doi:10.1177/00139160021972793
   Web of Science ®Google Scholar
• Wells, N., & Evans, G. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311–330. doi:10.1177/0013916503035003001
   Web of Science ®Google Scholar
• Wilson, E. O. (1984). Biophilia. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wilson, R. A. (1993). Fostering a sense of wonder during the early childhood years. Columbus, OH: Greyden Press.
   Google Scholar
• Yung, C. G. (1969). Archetypes and the collective unconscious. New York, NY: Princeton University Press.
   Google Scholar