References
- Aoki, T. T. 1993. “Legitimating Lived Curriculum: Towards a Curricular Landscape of Multiplicity.” Journal of Curriculum and Supervision 8 (3): 255–268.
- Ballard, H. L., C. G. Dixon, and E. M. Harris. 2017. “Youth-Focused Citizen Science: Examining the Role of Environmental Science Learning and Agency for Conservation.” Biological Conservation 208: 65–75. doi:https://doi.org/10.1016/j.biocon.2016.05.024.
- Braun, T., and P. Dierkes. 2017. “Connecting Students to Nature – How Intensity of Nature Experience and Student Age Influence the Success of Outdoor Education Programs.” Environmental Education Research 23 (7): 937–949. doi:https://doi.org/10.1080/13504622.2016.1214866.
- Burnett, E., E. Sills, M. N. Peterson, and C. DePerno. 2016. “Impacts of the Conservation Education Program in Serra Malagueta Natural Park, Cape Verde.” Environmental Education Research 22 (4): 538–550. doi:https://doi.org/10.1080/13504622.2015.1015497.
- Chawla, L. 2015. “Benefits of Nature Contact for Children.” Journal of Planning Literature 30 (4): 433–452. doi:https://doi.org/10.1177/0885412215595441.
- Christie, B., and P. Higgins. 2012. The Impact of Outdoor Learning Experiences on Attitudes to Sustainability: A Brief Review of Literature. Field Studies Council/University of Edinburgh.
- Clark, A. 2005. “Ways of Seeing: Using the Mosaic Approach to Listen to Young Children’s Perspectives.” In Beyond Listening: Children’s Perspectives on Early Childhood Services, edited by A. Clark, A. T. Kjørholt, and P. Moss, 29–49. Bristol: Policy Press.
- Clarke, A. E., C. Friese, and R. Washburn. 2015. Situational Analysis in Practice: Mapping Research with Grounded Theory. Walnut Creek, CA: Left Coast Press.
- Clarke, A. E., C. Friese, and R. Washburn. 2017. Situational Analysis: Grounded Theory After the Interpretive Turn. Los Angeles, CA: Sage Publications.
- Cooke, B., S. West, and W. J. Boonstra. 2016. “Dwelling in the Biosphere: Exploring an Embodied Human–Environment Connection in Resilience Thinking.” Sustainability Science 11 (5): 831–843. doi:https://doi.org/10.1007/s11625-016-0367-3.
- Duerden, M. D., and P. A. Witt. 2010. “The Impact of Direct and Indirect Experiences on the Development of Environmental Knowledge, Attitudes, and Behavior.” Journal of Environmental Psychology 30 (4): 379–392. doi:https://doi.org/10.1016/j.jenvp.2010.03.007.
- Emerson, R. M., R. I. Fretz, and L. L. Shaw. 1995. Writing Ethnographic Fieldnotes. Chicago, IL: University of Chicago Press.
- Gannon, S. 2017. “Saving Squawk? Animal and Human Entanglement at the Edge of the Lagoon.” Environmental Education Research 23 (1): 91–110. doi:https://doi.org/10.1080/13504622.2015.1101752.
- Geertz, C. 1973. The Interpretation of Cultures. New York: Basic Books.
- Glaab, S., and T. Heyne. 2019. “Green Classroom vs. Classroom – Influence of Teaching Approaches, Learning Settings, and State Emotions on Environmental Values of Primary School Children.” Applied Environmental Education & Communication 18 (2): 179–190. doi:https://doi.org/10.1080/1533015X.2018.1450169.
- Golick, D., J. Dauer, L. Lynch, and E. Ingram. 2018. “A Framework for Pollination Systems Thinking and Conservation.” Environmental Education Research 24 (8): 1143–1158. doi:https://doi.org/10.1080/13504622.2017.1349878.
- Goulson, D. 2014. A Sting in the Tale: My Adventures with Bumblebees. London: Jonathan Cape.
- Green, M. 2014. “Transformational Design Literacies: Children as Active Place-Makers.” Children’s Geographies 12 (2): 189–204. doi:https://doi.org/10.1080/14733285.2013.812305.
- Harvey, D. J., A. C. Gange, and H. Harvey. 2020. “The Unrealised Potential of School Grounds in Britain to Monitor and Improve Biodiversity.” The Journal of Environmental Education 51 (4): 306–316. doi:https://doi.org/10.1080/00958964.2019.1693330.
- Hicks, J. R., and W. P. Stewart. 2020. “Learning from Wildlife-Inspired Awe.” The Journal of Environmental Education 51 (1): 44–54. doi:https://doi.org/10.1080/00958964.2019.1594148.
- International Union for Conservation of Nature. 2019. “The Abu Dhabi Call for Global Species Conservation Action”. Accessed May 27, 2020. https://www.iucn.org/sites/dev/files/content/documents/the_abu_dhabi_call_for_global_species_conservation_action_adopted_20191122.pdf.
- Jackson, A. Y. 2013. “Posthumanist Ethnography of Mangling Practices.” International Journal of Qualitative Studies in Education 26 (6): 741–748. doi:https://doi.org/10.1080/09518398.2013.788762.
- Karrow, D., and X. Fazio. 2010. “Educating-Within-Place: Care, Citizen Science, and Ecojustice.” In Cultural Studies and Environmentalism: The Confluence of EcoJustice, Place-Based (Science) Education, and Indigenous Knowledge Systems, edited by D. J. Tippins, M. P. Mueller, M. van Eijck, and J. D. Adams, 193–214. Dordrecht: Springer Netherlands.
- Krasny, M. E., and K. G. Tidball. 2015. Civic Ecology: Adaptation and Transformation from the Ground Up. Cambridge, MA: MIT Press.
- Kruse, C. K., and J. A. Card. 2004. “Effects of a Conservation Education Camp Program on Campers’ Self-Reported Knowledge, Attitude, and Behavior.” The Journal of Environmental Education 35 (4): 33–45. doi:https://doi.org/10.3200/JOEE.35.4.33-45.
- Leat, D., and U. Thomas. 2016. “Productive Pedagogies: Narrowing the Gap between Schools and Communities?” Forum 58 (3): 371–384. doi:https://doi.org/10.15730/forum.2016.58.3.371.
- Leat, D., and U. Thomas. 2018. “Exploring the Role of ‘Brokers’ in Developing a Localised Curriculum.” The Curriculum Journal 29 (2): 201–218. doi:https://doi.org/10.1080/09585176.2018.1445513.
- MacLure, M. 2013. “Researching without Representation? Language and Materiality in Post-Qualitative Methodology.” International Journal of Qualitative Studies in Education 26 (6): 658–667. doi:https://doi.org/10.1080/09518398.2013.788755.
- Mannion, G., A. Fenwick, and J. Lynch. 2013. “Place-Responsive Pedagogy: Learning from Teachers’ Experiences of Excursions in Nature.” Environmental Education Research 19 (6): 792–809. doi:https://doi.org/10.1080/13504622.2012.749980.
- Nxumalo, F., and V. Pacini-Ketchabaw. 2017. “Staying with the Trouble’ in Child-Insect-Educator Common Worlds.” Environmental Education Research 23 (10): 1414–1426. doi:https://doi.org/10.1080/13504622.2017.1325447.
- Palmberg, I. E., and J. Kuru. 2000. “Outdoor Activities as a Basis for Environmental Responsibility.” The Journal of Environmental Education 31 (4): 32–36. doi:https://doi.org/10.1080/00958960009598649.
- Peacock, A., and N. Pratt. 2011. “How Young People Respond to Learning Spaces outside School: A Sociocultural Perspective.” Learning Environments Research 14 (1): 11–24. doi:https://doi.org/10.1007/s10984-011-9081-3.
- Rautio, P., and P. Jokinen. 2016. “Children’s Relations to the More-than-Human World beyond Developmental Views.” In Play and Recreation, Health and Wellbeing, edited by B. Evans, J. Horton, and T. Skelton, 35–49. Singapore: Springer.
- Rickinson, M. 2001. “Learners and Learning in Environmental Education: A Critical Review of the Evidence.” Environmental Education Research 7 (3): 207–320. doi:https://doi.org/10.1080/13504620120065230.
- Rickinson, M., C. Lundholm, and N. Hopwood. 2009. Environmental Learning: Insights from Research into the Student Experience. New York: Springer.
- Ross, H., and G. Mannion. 2012. “Curriculum Making as the Enactment of Dwelling in Places.” Studies in Philosophy and Education 31 (3): 303–313. doi:https://doi.org/10.1007/s11217012-9295-6.
- Ruck, A. 2019. “Co-Producing Curricula: Young People’s Lived Experience of School-Linked Practical Conservation and Citizen Science.” PhD diss., University of Stirling.
- Ruck, A., and G. Mannion. 2019. “Polli:Nation: An Educational Evaluation.” https://www.researchgate.net/publication/332395874_PolliNation_An_Educational_Evaluation.
- Semetsky, I. 2015. “Deleuze’s Philosophy for Education.” In Encyclopedia of Educational Philosophy and Theory, edited by M. Peters. Singapore: Springer.
- Smith, J. G., B. DuBois, and M. E. Krasny. 2016. “Framing for Resilience through Social Learning: Impacts of Environmental Stewardship on Youth in Post-Disturbance Communities.” Sustainability Science 11 (3): 441–453. doi:https://doi.org/10.1007/s11625-015-0348-y.
- St. Pierre, E. A. 2014. “A Brief and Personal History of Post Qualitative Research: Toward ‘Post Inquiry.” Journal of Curriculum Theorizing 30 (2): 2–19.
- Stake, R. E. 1995. The Art of Case Study Research. Thousand Oaks, CA: Sage Publications.
- Steg, L., and C. Vlek. 2009. “Encouraging Pro-Environmental Behaviour: An Integrative Review and Research Agenda.” Journal of Environmental Psychology 29 (3): 309–317. doi:https://doi.org/10.1016/j.jenvp.2008.10.004.
- Stern, M. J., R. B. Powell, and D. Hill. 2014. “Environmental Education Program Evaluation in the New Millennium: What Do we Measure and What Have We Learned?” Environmental Education Research 20 (5): 581–611. doi:https://doi.org/10.1080/13504622.2013.838749.
- Taylor, A., and M. Giugni. 2012. “Common Worlds: Reconceptualising Inclusion in Early Childhood Communities.” Contemporary Issues in Early Childhood 13 (2): 108–119. doi:https://doi.org/10.2304/ciec.2012.13.2.108.
- Taylor, A. 2013. Reconfiguring the Natures of Childhood. Abingdon: Routledge.
- Taylor, A., and V. Pacini-Ketchabaw. 2015. “Learning with Children, Ants, and Worms in the Anthropocene: Towards a Common World Pedagogy of Multispecies Vulnerability.” Pedagogy, Culture and Society 23 (4): 507–529. doi:https://doi.org/10.1080/14681366.2015.1039050.
- Tsing, A. 2013. “More-than-Human Sociality.” In Anthropology and Nature, edited by K. Hastrup, 37–52. New York: Routledge.
- Whatmore, S. 2002. Hybrid Geographies: Natures Cultures Spaces. London: Sage Publications.
- Zint, M., A. Kraemer, H. Northway, and M. Lim. 2002. “Evaluation of the Chesapeake Bay Foundation’s Conservation Education Programs.” Conservation Biology 16 (3): 641–649. doi:https://doi.org/10.1046/j.1523-1739.2002.00546.x.