top of page


.id. (2016). Lismore City Local workers key statistics. .id.

.id consulting pty ltd, & Lismore City Council. (2022). Lismore City Community Profile.

Aarsand, P., & Forsberg, L. (2010). Producing children’s corporeal privacy: Ethnographic video recording as material-discursive practice. Qualitative research, 10(2), 249-268.

Abram, D. (2010). Becoming Animal. Green Letters, 13(1), 7-21.

ACARA, Australian Curriculum Assessment and Reporting Authority. (2015a). The Australian Curriculum. Education Council.

ACARA, Australian Curriculum Assessment and Reporting Authority. (2015b). Sustainability. Australian Education Council.

Aguirre, J., & Speer, N. M. (1999). Examining the Relationship Between Beliefs and Goals in Teacher Practice. The Journal of Mathematical Behavior, 18(3), 327-356.

AIDR, A. I. f. D. R. (2021). Major Incidents Report. A. I. f. D. Resilience.

Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539-620.

Alaimo, S. (2010). Bodily natures: Science, environment, and the material self. Indiana University Press.

Alanen, L. (2012). Disciplinarity, interdisciplinarity and childhood studies. In (Vol. 19, pp. 419-422): Sage Publications Sage UK: London, England.

Alanen, L., & Mayall, B. (2001). Conceptualizing child-adult relations. Psychology Press.

Almeida, S. C., Moore, D., & Barnes, M. (2018). Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia. Australian Journal of Environmental Education, 34(3), 228-243.

André, F., Broman, N., Håkansson, A., & Claesdotter-Knutsson, E. (2020). Gaming addiction, problematic gaming and engaged gaming–Prevalence and associated characteristics. Addictive Behaviors Reports, 12, 100324.

Änggård, E. (2016). How matter comes to matter in children's nature play: posthumanist approaches and children's geographies. Children's Geographies, 14(1), 77-90.

Angrosino, M. V. (2006). Doing cultural anthropology: Projects for ethnographic data collection. Waveland Press.

Arce, M. C. (2015). Maturing children’s rights theory: From children, with children, of children. The International Journal of Children's Rights, 23(2), 283-331.

Arrawarra Sharing Culture. (2009). Fact Sheets. Environmental Trust.

Ash, J., & Anderson, B. (2015). Atmospheric methods. In Non-Representational Methodologies (pp. 44-61). Routledge.

Atkinson, P., Coffey, A., Delamont, S., Lofland, J., & Lofland, L. (2001). Handbook of ethnography. Sage.

Atkinson, P., & Hammersley, M. (1998). Ethnography and participant observation. In Strategies of Qualitative Inquiry. (pp. 248-261). Sage.

Australian Bureau of Statistics. (2008). Index of Relative Socio-economic Advantage and Disadvantage.

Australian Bureau of Statistics. (2012). Australian Health Survey: Updated Results.

Australian Bureau of Statistics. (2015). Commentary on in-school staff, 2015. Australian Bureau of Statistics. Retrieved 30/01/2021 from

Australian Education for Sustainability Alliance [AESA]. (2014). Education for Sustainability and the Australian Curriculum Project: Final Report for Research Phases 1 to 3, .

Bahr, N., & Mellor, S. (2016). Building quality in teaching and teacher education (Vol. 61). Australian Council for Educational Research.

Bai, H., Elza, D., Kovacs, P., & Romanycia, S. (2010). Re-searching and re-storying the complex and complicated relationship of biophilia and bibliophilia. Environmental Education Research, 16(3-4).

Bali, G. S. (2016). About the Green School Bali.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.

Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240-268.

Barad, K. (2011). Erasers and erasures: Pinch’s unfortunate ‘uncertainty principle’. Social Studies of Science, 41(3), 443-454.

Barad, K. (2012a). “Matter feels, converses, suffers, desires, yearns and remembers”: interview with Karen Barad. In R. Dolphijn & I. van der Tuin (Eds.), New materialism: Interviews & cartographies (pp. 48-70). Michigan Publishing.

Barad, K. (2012b). On touching—The inhuman that therefore I am. differences, 23(3), 206-223.

Barad, K. (2014). Diffracting Diffraction: Cutting Together-Apart. Parallax, 20(3), 168-187.

Barad, K. (2017). No small matter: Mushroom clouds, ecologies of nothingness, and strange topologies of spacetimemattering. In A. Lowenhaupt Tsing, N. Bubandt, E. Gan, & H. A. Swanson (Eds.), Arts of living on a damaged planet: Ghosts and monsters of the Anthropocene (pp. 103-120). University of Minnesota Press.

Barad, K. (2018). Troubling Time/s and Ecologies of Nothingness: Re-turning, Re-membering, and Facing the Incalculable. In M. Fritsch, P. Lynes, D. Wood, K. Barad, T. Clark, & C. Colebrook (Eds.), Eco-Deconstruction: Derrida and Environmental Philosophy. Fordham University Press.

Barad, K., & Gandorfer, D. (2021). Political desirings: Yearnings for mattering (,) differently. Theory & Event, 24(1), 14-66.

Barfod, K. S. (2018). Maintaining mastery but feeling professionally isolated: experienced teachers’ perceptions of teaching outside the classroom. Journal of Adventure Education and Outdoor Learning, 18(3), 201-213.

Barnes, M., Moore, D., & Almeida, S. (2018). Sustainability in Australian schools: A cross-curriculum priority? [journal article]. PROSPECTS.

Barratt-Hacking, E., Cutter-Mackenzie, A. N., & Barratt, R. (2012). Children as active researchers: the potential of environmental education research involving children. In R. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International handbook of research on environmental education (pp. 438 - 458). Routledge.

Bass, L. E. (2010). Childhood in sociology and society: The US perspective. Current Sociology, 58(2), 335-350.

Beazley, H., Bessell, S., Ennew, J., & Waterson, R. (2009). The right to be properly researched: research with children in a messy, real world. Children's Geographies, 7(4), 365-378.

Bencze, J. L. (2018). Student-Led Learning for ‘Altruistic’ Socio-Political Actions. In B. Shapiro (Ed.), Actions of Their Own to Learn. Brill Sense.

Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.

Bissell, D. (2010). Passenger mobilities: affective atmospheres and the sociality of public transport. Environment and Planning D: Society and Space, 28(2), 270-289.

Black, A. L. (2020). Remembering and representing the wonder: Using arts-based reflection to connect pre-service early childhood teachers to significant childhoodnature encounters and their professional role. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 777-798.

Blackman, L., & Venn, C. (2010). Affect. Body & Society, 16(1), 7-28.

Blaikie, F., Daigle, C., & Vasseur, L. (2020). New pathways for teaching and learning: the posthumanist approach.

Blaise, M. (2013). Activating Micropolitical Practices in the Early Years (Re)assembling Bodies and Participant Observations. In Deleuze and Research Methodologies (pp. 184-200). Edinburgh University Press.

Blanchet‐Cohen, N. (2008). Taking a stance: child agency across the dimensions of early adolescents' environmental involvement. Environmental Education Research, 14(3), 257-272.

Blenkinsop, S., Jickling, B., Morse, M., & Jensen, A. (2020). Wild pedagogies: Six touchstones for childhoodnature theory and practice. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research (pp. 1-18). Springer International Publishing.

Blenkinsop, S., & Piersol, L. (2013). Listening to the literal: Orientations towards how nature communicates. Phenomenology & Practice, 7(2), 41-60.

Blom, S. M. (2016). Parent(ing) ChildhoodNature: perceptions with/as nature [Southern Cross University].

Blom, S. M. (2020). Conceptualizing Parent(ing) Childhoodnature Through Significant Life Experience. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1-26). Springer International Publishing.

Blom, S. M., & Crinall, S. (2020). Growing Communities in a Garden Undone: Worldly Justice, Withinness and Women. Genealogy, 4(2), 42.

Bonnett, M. (2002). Education for Sustainability as a Frame of Mind. Environmental Education Research, 8(1), 9-20.

Bookchin, M. (1987). Social ecology versus deep ecology: A challenge for the ecology movement. Green Perspectives: Newsletter of the Green Program Project, 1987, 4-5.

Bozalek, V. (2017). Slow scholarship in writing retreats: a diffractive methodology for response-able pedagogies1. South African Journal of Higher Education, 31(2), 40-57.

Bozalek, V., & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International journal of qualitative studies in education, 30(2), 111-127.

Braidotti, R. (2013). The Posthuman. Polity Press.

Braidotti, R., & Dolphijn, R. (2017). Philosophy After Nature. Rowman & Littlefield International.

Braun, V., & Clarke, V. (2021). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative research in sport, exercise and health, 13(2), 201-216.

Brewer, J. (2000). Ethnography. McGraw-Hill Education (UK).

Brown, S. L., Siegel, L., & Blom, S. M. (2020). Entanglements of matter and meaning: The importance of the philosophy of Karen Barad for environmental education. Australian Journal of Environmental Education, 1-15.

Burke, G., & Cutter-Mackenzie, A. (2010). What's there, what if, what then, and what can we do? An immersive and embodied experience of environment and place through children's literature [Article]. Environmental Education Research, 16(3/4), 311-330.

Calderhead, J. (1996). Teachers: Beliefs and knowledge. In Handbook of educational psychology. (pp. 709-725). Prentice Hall International.

Canosa, A., & Graham, A. (2020). Tracing the contribution of childhood studies: Maintaining momentum while navigating tensions. Childhood, 27(1), 25-47.

Carson, R. (1965). Sense of wonder. Harper & Row.

Castree, N., & Nash, C. (2006). Posthuman geographies. Social & Cultural Geography, 7(4), 501-504.

Castree, N., Nash, C., Badmington, N., Braun, B., Murdoch, J., & Whatmore, S. (2004). Mapping posthumanism: an exchange. Environment and Planning A, 36(8), 1341-1363.

Chandola, T., Kumari, M., Booker, C. L., & Benzeval, M. (2020). The mental health impact of COVID-19 and lockdown-related stressors among adults in the UK. Psychological medicine, 1-10.

Charles, C., & Louv, R. (2020). Wild hope: The transformative power of children engaging with nature. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1-21.

Chawla, L. (1988). Children's Concern for the Natural Environment. Children's Environments Quarterly, 5(3), 8.

Chawla, L. (1998). Significant life experiences revisited: A review of research [Article]. Journal of Environmental Education, 29(3), 11.

Clark, C. M., & Peterson, P. L. (1984). Teachers' Thought Processes. Occasional Paper No. 72.

ClassDojo, I. (2012). ClassDojo. Retrieved 09/01/2022 from

Collingwood, R. G. (1960). The idea of nature. Oxford University Press.

Corsaro, W. A. (1997). The sociology of childhood (2nd ed.). Pine Forge Press.

Corsaro, W. A. (2005). The Sociology of Childhood (2nd ed.). Sage.

Costa, J., Dillon, S., Suzuki, K. H., Kim, M., Skovsgaard, J., & Schleicher, A. (2018). Education for a better world: an ongoing debate at a global scale. In O. f. E. C.-o. a. D. OECD (Ed.).

Crabb, P. B., & Stern, S. E. (2010). Technology traps: Who is responsible. Ethical Impact of Technological Advancements and Applications in Society, 1(2), 39-46.

Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.

Creswell, J. W. (2018). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education.

Crinall, S. (2017a). Blogging art and sustenance: Artful everyday life (making) with water Western Sydney University (Australia)].

Crinall, S. (2017b). Bodyplacetime: Painting and Blogging ‘Dirty, Messy’ Humannatured Becomings. In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining Sustainability in Precarious Times (pp. 95-114). Springer Singapore.

Crinall, S., Rowbottom, E. C., Blom, X. P. M., & Blom, S. M. (2020). A Place with No Time: Re-Conceptualising Child–Adult Relations during'Homeschooling'in the 2020 Pandemic. Knowledge Cultures, 8(2), 65-81.

Cronon, W. (1996). Uncommon ground: Rethinking the human place in nature. WW Norton & Company.

Crutzen, P. J., & Stoermer, E. F. (2000). The “Anthropocene”. (Global Change Newsletter, Issue.

Cutter-Mackenzie, A., & Edwards, S. (2013a). The next 20 years: Imagining and re-imagining sustainability, environment and education in early childhood education. In S. Elliott, S. Edwards, J. Davis, & A. Cutter-Mackenzie (Eds.), Early childhood Australia's best of sustainability: research, practice and theory (pp. 61-67). Early Childhood Australia.

Cutter-Mackenzie, A., & Edwards, S. (2013b). Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning. The Journal of Environmental Education, 44(3), 195-213.

Cutter-Mackenzie, A., & Edwards, S. (2014). Everyday environmental education experiences: The role of content in early childhood education. Australian Journal of Environmental Education, 30(1), 127.

Cutter-Mackenzie, A., Edwards, S., Moore, D., & Boyd, W. (2014). Young Children's Play and Environmental Education in Early Childhood Education. Springer.

Cutter-Mackenzie, A., Edwards, S., & Quinton, H. W. (2015). Child-framed video research methodologies: Issues, possibilities and challenges for researching with children. Children's Geographies, 13(3), 343-356.

Cutter-Mackenzie, A., & Rousell, D. (2018). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children's Geographies, 1-15.

Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: the ‘missing paradigm’in environmental education (part one). Environmental Education Research, 9(4), 497-524.

Cutter-Mackenzie-Knowles, A., Brown, S. L., Osborn, M., Blom, S. M., Brown, A., & Wijesinghe, T. (2020). Staying-with the traces: mapping-making posthuman and indigenist philosophy in environmental education research. Australian Journal of Environmental Education, 36(2), 105-128.

Cutter-Mackenzie-Knowles, A., Logan, M., Khatun, F., & Malone, K. (2019). A cartography of environmental education. In E. Lees & J. E. Viñuales (Eds.), The Oxford Handbook of Comparative Environmental Law. Oxford University Press.

Cutter-Mackenzie-Knowles, A., Malone, K., & Barratt Hacking, E. (2020). Research Handbook on Childhoodnature (A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking, Eds.). Springer International Publishing.

Cutter-Mackenzie-Knowles, A., Osborn, M., Lasczik, A., Malone, K., & Knight, L. (2021). The Mudbook: Nature play framework. Queensland Government Department of Education.

Cutter-Mackenzie-Knowles, A., & Rousell, D. (2020). The Mesh of Playing, Theorizing, and Researching in the Reality of Climate Change: Creating the Co-research Playspace. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature. Springer International Handbooks of Education.

D’Amore, C., & Chawla, L. (2020). Significant life experiences that connect children with nature: A research review and applications to a family nature club. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 799-825.

da Silva-Branco, K., & Woods-McConney, A. (2021). Teachers' experiences of implementing sustainability as a cross-curriculum priority in western Australian schools. Teaching Science, 67(3), 39-50.

Dahlberg, G., Moss, P., & Pence, A. R. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. Psychology Press.

Davies, B. (2014). Listening to children: Being and becoming. Routledge.

Davies, B. (2021). Entanglement in the World's Becoming and the Doing of New Materialist Inquiry. Taylor & Francis Group.

Davies, B., De Schauwer, E., Claes, L., De Munck, K., Van De Putte, I., & Verstichele, M. (2013). Recognition and difference: A collective biography. International journal of qualitative studies in education, 26(6), 680-691.

Davis, J. (2009). Revealing the research ‘hole’ of early childhood education for sustainability: a preliminary survey of the literature. Environmental Education Research, 15(2), 227-241.

Davis, J. (2010). What is early childhood education for sustainability? In J. Davis (Ed.), Young Children and the Environment: Early Learning for Sustainability (pp. 21-42). Cambridge University Press.

Davis, J. M., & Elliott, S. (2003). Early childhood environmental education: Making it mainstream. Early Childhood Australia, Inc.

Day, C. (1998). Working with the different selves of teachers: beyond comfortable collaboration [1]. Educational Action Research, 6(2), 255-275.

Daywalt, D., & Jeffers, O. (2016). The day the crayons quit. HarperCollins Children’s Books.

Denzin, N. K. (2013). “The Death of Data?”. Cultural Studies ↔ Critical Methodologies, 13(4), 353-356.

Denzin, N. K., & Lincoln, Y. S. (2008). The landscape of qualitative research (Third ed.). Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. Sage.

Department of Education and Training [DET]. (2018). Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools. C. o. Australia.

DePauw University. (n.d.). The Prindle Institute for Ethics. Retrieved 4/01/2022 from

Dernikos, B. P., Lesko, N., McCall, S. D., & Niccolini, A. D. (2020a). Feeling education. In Mapping the affective turn in education (pp. 3-27). Routledge.

Dernikos, B. P., Lesko, N., McCall, S. D., & Niccolini, A. D. (2020b). Mapping the affective turn in education: Theory, Research, and Pedagogies. Routledge.

Desjean-Perrotta, B., Moseley, C., & Cantu, L. E. (2008). Preservice teachers' perceptions of the environment: Does ethnicity or dominant residential experience matter? The Journal of Environmental Education, 39(2), 21-32.

Devall, B., & Sessions, G. (1985). Deep ecology: Living as if nature mattered. Gibbs Smith.

Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. The Macmilan Company.

Dickinson, E. (2013). The misdiagnosis: Rethinking “nature-deficit disorder”. Environmental Communication: A Journal of Nature and Culture, 7(3), 315-335.

Dingwall, R. (1980). Ethics and Ethnography. The Sociological Review, 28(4), 871-891.

Dockett, S., & Perry, B. (2007). trusting children's accounts in research. Journal of Early Childhood Research, 5(1), 47-63.

Dyment, J., & Green, M. (2020). Everyday, Local, Nearby, Healthy Childhoodnature Settings as Sites for Promoting Children’s Health and Well-Being. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1-26.

Dyment, J., Hill, A., & Emery, S. (2015). Sustainability as a cross-curricular priority in the Australian curriculum: A Tasmanian investigation. Environmental Education Research, 21(8), 1105-1126.

Eckersley, R. (1992). Environmentalism and political theory, towards an ecocentric approach. State University of New York Press.

Eddy, M. H., & Moradian, A. L. (2018). Childhoodnature in Motion: The Ground for Learning. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1-24.

Edwards, J. (2015). Socially-critical environmental education in primary classrooms: The dance of structure and agency. Springer.

Edwards, S., Skouteris, H., Cutter-Mackenzie, A., Rutherford, L., O'Conner, M., Mantilla, A., Morris, H., & Elliot, S. (2015). Young children learning about well-being and environmental education in the early years: a funds of knowledge approach. Early Years: An International Research Journal, 36(1), 33 - 50. 10.1080/09575146.2015.1064099

Edwards, S., Skouteris, H., Rutherford, L., & Cutter-Mackenzie, A. (2013). ‘It's all about Ben10™’: children's play, health and sustainability decisions in the early years. Early Child Development & Care, 183(2), 280-293.

Eisner, E. W. (1992). Educational reform and the ecology of schooling. Teachers College Record, 93(4), 610-627.

Elfström Pettersson, K. (2017). Teachers’ actions and children’s interests : Quality becomings in preschool documentation [article]. Nordisk Barnehageforskning, 14(2), 1-17.

Ellingson, L. L., & Sotirin, P. (2020). Data Engagement: A Critical Materialist Framework for Making Data in Qualitative Research. Qualitative inquiry, 26(7), 817-826.

Elliot, S., & Davis, J. (2020). Challenging Taken-for-Granted Ideas in Early Childhood Education: A Critique of Bronfenbrenner’s Ecological Systems Theory in the Age of Post-humanism. In A. Cutter-Mackenzie, K. Malone, & E. Barratt-Hacking (Eds.), Research Handbook on Childhoodnature. Springer International Publishing.

Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An Overview [autoethnography; relational ethics; co-constructed narratives; interactive interviews; narrative; ethnography; personal narrative; narrative ethnographies]. Forum: Qualitative Social Research, 12(1), Article 10.

Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735-752.

Ernst, J., & Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(5), 643-664.

Evans, N., Whitehouse, H., & Hickey, R. (2012). Pre-service teachers' conceptions of education for sustainability. Australian Journal of Teacher Education (Online), 37(7), 1-12.

Evernden, N. (1992). The social creation of nature. The JHU Press.

Fägerstam, E. (2012). Children and Young People's Experience of the Natural World: Teachers' Perceptions and Observations [Article]. Australian Journal of Environmental Education, 28(1), 1-16.

Fien, J. (2000). 'Education for the Environment: A critique'—an analysis. Environmental Education Research, 6(2), 179-192.

Finn, M. (2016). Atmospheres of progress in a data-based school. Cultural geographies, 23(1), 29-49.

Flogaitis, E., & Agelidou, E. (2003). Kindergarten teachers' conceptions about nature and the environment. Environmental Education Research, 9(4), 461-478.

Forest School Association. (1983). Forest School Association. Retrieved 06/08/2020 from

Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P., & Grimshaw, J. M. (2010). What is an adequate sample size? Operationalising data saturation for theory-based interview studies. Psychology and health, 25(10), 1229-1245.

Fraser, J., Gupta, R., & Krasny, M. E. (2015). Practitioners’ perspectives on the purpose of environmental education. Environmental Education Research, 21(5), 777-800.

Froebel, F. (2005). The Education of Man. Translated by William N. Hailmann. Mineola NY: Dover Publications.

Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. The Qualitative Report, 20(9), 1408.

Gannon, S. (2017). Saving squawk? Animal and human entanglement at the edge of the lagoon. Environmental Education Research, 23(1), 91-110.

García-González, E., Jiménez-Fontana, R., & Azcárate, P. (2020). Education for sustainability and the sustainable development goals: Pre-service teachers’ perceptions and knowledge. Sustainability, 12(18), 7741.

Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods. SAGE publications.

Glackin, M. (2018). ‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom. British journal of sociology of education, 39(1), 61-76.

Gobo, G., & Marciniak, L. T. (2016). What is ethnography? In D. Silverman (Ed.), Qualitative research (pp. 103 - 120). Sage Publications.

Gough, A. (2011). The Australian-ness of curriculum jigsaws: Where does environmental education fit? Australian Journal of Environmental Education, 27(1), 9-23.

Gough, N. (1987). Learning with environments: Towards an ecological paradigm for education. Environmental education: Practice and possibility, 49-67.

Gough, N., & Gough, A. (2010). Environmental education. In C. Kridel (Ed.), The SAGE encyclopedia of curriculum studies (Vol. 1, pp. 339 - 343). Sage.

Grace, M., & Sharp, J. (2000). Exploring the actual and potential rhetoric-reality gaps in environmental education and their implications for pre-service teacher training. Environmental Education Research, 6(4), 331-345.

Graham, A., Powell, M., Taylor, N., Anderson, D., & Fitzgerald, R. (2013). Ethical Research Involving Children.

Grauer, K., & Naths, A. (1998). The visual journal in context. CSEA Journal, 29(1), 14-19.

Gray, T., & Martin, P. (2012). The role and place of outdoor education in the Australian National Curriculum. Journal of Outdoor and Environmental Education, 16(1), 39-50.

Green, M., & Somerville, M. (2015). Sustainability education: researching practice in primary schools. Environmental Education Research, 21(6), 832-845.

Greenwood, D. A. (2020). Rachel Carson’s childhood ecological aesthetic and the origin of the sense of wonder. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1639-1656.

Gregory, M. (2011). Philosophy for children and its critics: A Mendham dialogue. Journal of Philosophy of Education, 45(2), 199-219.

Gualano, M. R., Lo Moro, G., Voglino, G., Bert, F., & Siliquini, R. (2020). Effects of Covid-19 lockdown on mental health and sleep disturbances in Italy. International journal of environmental research and public health, 17(13), 4779.

Gullion, J. S. (2018). Diffractive Ethnography. Routledge.

Hackett, A., & Somerville, M. (2017). Posthuman literacies: Young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy, 17(3), 374-391.

Hall, C. (2019). Vision: The Multi-dimensional Model. Golden Mean Books.

Hammersley, M. (2006). Ethnography: problems and prospects. Ethnography and Education, 1(1), 3-14.

Hammersley, M. (2018). What is ethnography? Can it survive? Should it? Ethnography and Education, 13(1), 1-17.

Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice. Routledge.

Haraway, D. (1992). The promises of monsters: a regenerative politics for inappropriate/d others. Cultural studies, 295-337.

Haraway, D. (2003). Situated knowledges: The science question in feminism and the privilege of partial perspective. Turning points in qualitative research: Tying knots in a handkerchief, 2003, 21-46.

Haraway, D. (2004). Ecce homo, ain't (ar'n't) I a woman, and inappropriate/d others: The human in a post-humanist landscape. In D. Haraway (Ed.), The Haraway reader (pp. 47 - 62). Routledge.

Haraway, D. (2012). Awash in urine: DES and Premarin® in multispecies response-ability. Women's studies quarterly, 40(1/2), 301-316.

Haraway, D. (2015). Anthropocene, capitalocene, plantationocene, chthulucene: Making kin. Environmental Humanities, 6(1), 159-165.

Harris, A. M. (2016). Video as method. Oxford University Press.

Hart, P. (1993). Alternative perspectives in environmental education research: paradigm of critically reflective inquiry. In Alternative Paradigms in Environmental Education Research (pp. 107 - 130). NAAEE.

Hart, P. (2010). No longer a" little added frill": The transformative potential of environmental education for educational change. Teacher Education Quarterly, 37(4), 155-177.

Hart, P. (2018). A 50 Year Retrospective on Environmental Education Inquiry: Recognizing the past and challenging the future. Creating Capacity for Change, Gold Coast, Australia.

Hatcher, A. (2012). Building cultural bridges with Aboriginal learners and their ‘classmates’ for transformative environmental education. Journal of Environmental Studies and Sciences, 2(4), 346-356.

Health, N. G. (2020). Crunch&Sip(R). NSW Government Health. Retrieved 9/01/22 from

Healthy Kids Association. (1991). Crunch and Sip. Retrieved 9/01/2022 from

Hedefalk, M., Almqvist, J., & Östman, L. (2014). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 1-16.

Henderson, D. (2020). Cross-curriculum priorities in the Australian curriculum: stirring the passions and a work in progress? Curriculum Perspectives, 40(2), 203-214.

Hill, A., & Dyment, J. E. (2016). Hopes and Prospects for the Sustainability Cross-Curriculum Priority: Provocations From a State-Wide Case Study. Australian Journal of Environmental Education, 32(3), 225-242.

Hill, A., Nailon, D., Getenet, S., McCrea, N., Emery, S., Dyment, J., & Davis, J. M. (2014). Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives. Australasian Journal of Early Childhood, 39(3), 14 - 22.

Hodgins, B. D. (2015). Wandering with waste: Pedagogical wonderings about intergenerational ecological justice-to-come. Journal of Childhood Studies, 40(2).

Hoepper, B., Cutter-Mackenzie-Knowles, A., & Gilbert, R. (2017). Sustainability. In R. Gilbert & B. Hoepper (Eds.), Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum. Cengage.

Hoffman, E. (1992). Visions of Innocence: Spiritual and inspirational experiences of childhood. Shambhala.

Holman Jones, S., Adams, T., & Ellis, C. (2013). Handbook of Autoethnography. Left Coast Press

Hultman, K., & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. International journal of qualitative studies in education, 23(5), 525-542.

Hyun, E. (2005). How is young children’s intellectual culture of perceiving nature different from adults’? Environmental Education Research, 11(2), 199-214.

Ingold, T. (1994). What is an animal? (Vol. 1). Psychology Press.

Ingold, T. (2014). That’s enough about ethnography! Hau: journal of ethnographic theory, 4(1), 383-395.

IUCN. (1970). International working meeting on environmental education in the school curriculum.

Jackson, A. Y., & Mazzei, L. (2011). Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge.

Jackson, J. E. (1990). “DEJA ENTENDU” The Liminal Qualities of Anthropological Fieldnotes. Journal of contemporary ethnography, 19(1), 8-43.

Jacobi-Vessels, J. L. (2013). Discovering Nature: The Benefits of Teaching Outside of the Classroom. Dimensions of Early Childhood, 41(3), 4-10.

James, A. (2007). Giving voice to children's voices: Practices and problems, pitfalls and potentials. American anthropologist, 109(2), 261-272.

James, A., & Prout, A. (1997). Re-presenting childhood: Time and transition in the study of childhood. Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood, 230-250.

Jansen, Y., Leeuwenkamp, J., & Urricelqui, L. (2021). Post-everything. In Posthumanism and the ‘posterizing impulse’. Manchester University Press.

Jenks, C. (1996). Childhood. Abingdon Routledege.

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.

Jickling, B., & Spork, H. (1998). Education for the environment: A critique. Environmental Education Research, 4(3), 309-327.

Jickling, B., & Sterling, S. (2017). Post-sustainability and environmental education: Framing issues. In Post-sustainability and environmental education (pp. 1-11). Springer.

Jørgensen, N. J., Madsen, K. D., & Læssøe, J. (2018). Waste in education: the potential of materiality and practice. Environmental Education Research, 24(6), 807-817.

Kahn Jr, P. H., Friedman, B., Gill, B., Hagman, J., Severson, R. L., Freier, N. G., Feldman, E. N., Carrère, S., & Stolyar, A. (2008). A plasma display window?—The shifting baseline problem in a technologically mediated natural world. Journal of Environmental Psychology, 28(2), 192-199.

Kahn, P. H. (1999). The Human Relationship with Nature: Development and Culture. MIT Press.

Kahn, P. H. (2002). Children's Affilitations with Nature:  Structure, Development, and the Problem of Environmental Generational Amnesia. In P. H. Kahn & S. R. Kellert (Eds.), Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations (pp. 370). MIT Press.

Kahn, P. H., & Hasbach, P. H. (2013). The rediscovery of the wild. MIT Press.

Kahn, P. H., & Kellert, S. R. (2002). Children and nature: psychological, sociocultural, and evolutionary (P. H. Kahn & S. R. Kellert, Eds.). Massachusetts Institute of Technology.

Kahn, P. H., Weiss, T., & Harrington, K. (2020). Child-nature interaction in a forest preschool. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 469-492.

Kaiser, B. M., & Thiele, K. (2014). Diffraction: Onto-Epistemology, Quantum Physics and the Critical Humanities. Parallax, 20(3), 165-167.

Kalvaitis, D., & Monhardt, R. (2015). Children voice biophilia: The phenomenology of being in love with nature. The Journal of Sustainability Education, 9.

Kay, D., & Kibble, J. (2016). Learning theories 101: application to everyday teaching and scholarship. Advances in Physiology Education, 40(1), 17-25.

Kellehear, A. (1993). The unobtrusive researcher: A guide to methods. Allen & Unwin.

Kellett, M. (2005). How to develop children as researchers: A step by step guide to teaching the research process. SAGE Publications.

Kennelly, J., Taylor, N., Maxwell, T., & Serow, P. (2012). Education for Sustainability and Pre-Service Teacher Education. Australian Journal of Environmental Education, 28(1), 57-58.

Kennelly, J., Taylor, N., & Serow, P. (2011). Education for Sustainability and the Australian Curriculum. Australian Journal of Environmental Education, 27(2), 209-218.

Kimaryo, L. (2011). Integrating environmental education in primary school education in Tanzania: Teachers’ perceptions and teaching practices Åbo Akademi University Press]. Finland.

Kirp, D. L. (2014). Teaching is Not a Business. New York Times.

Klees, S. J. (2019). Capitalisation and Global Education Reform. In K. J. Saltman & A. J. Means (Eds.), The Wiley Handbook of Global Educational Reform. John Wiley & Sons.

Knapp, S. J. (1999). Facing the child: Rethinking models of agency in parent-child relations. Contemporary perspectives on family research, 1, 53-75.

Koro-Ljungberg, M. (2015). Reconceptualizing qualitative research: Methodologies without methodology. Sage Publications.

Koro-Ljungberg, M., MacLure, M., & Ulmer, J. (2018). D… a… t… a…, data++, data, and some problematics. The Sage handbook of qualitative research, 5, 462-484.

Koro-Ljungberg, M., Tesar, M., Hargraves, V., Sandoval, J., & Wells, T. (2020). Porous, fluid, and brut methodologies in (post) qualitative childhoodnature inquiry. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 277-294.

Kuntz, A. M., & St.Pierre, E. A. (2021). Proclaiming the New: An Introduction. Qualitative inquiry, 0(0), 1077800420939125.

Kuss, D. J., & Griffiths, M. D. (2011). Internet gaming addiction: A systematic review of empirical research. International journal of mental health and addiction, 10(2), 278-296.

Kuss, D. J., & Griffiths, M. D. (2012). Online gaming addiction in children and adolescents: A review of empirical research. Journal of behavioral addictions, 1(1), 3-22.

Kuypers, L. (2011). The Zones of Regulation. Retrieved 09/01/2022 from

La Jevic, L., & Springgay, S. (2008). A/r/tography as an ethics of embodiment: Visual journals in preservice education. Qualitative inquiry, 14(1), 67-89.

Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). Educational opportunity in Australia 2015: Who succeeds and who misses out. Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.

Larson, M. L., & Phillips, D. K. (2013). Searching for methodology: Feminist relational materialism and the teacher-student writing conference. Faculty Publications.

Lasen, M., Skamp, K., & Simoncini, K. (2017). Teacher perceptions and self-reported practices of education for sustainability in the early years of primary school: An Australian case study. International Journal of Early Childhood, 49(3), 391-410.

Lather, P. (2013). Methodology-21: What do we do in the afterward? International journal of qualitative studies in education, 26(6), 634-645.

Lather, P., & St. Pierre, E. A. (2013). Post-qualitative research. International journal of qualitative studies in education, 26(6), 629-633.

Latour, B. (2004). The Politics of Nature. Harvard University Press.

LeCompte, M. D., & Schensul, J. J. (2012). Analysis and interpretation of ethnographic data: A mixed methods approach. Rowman Altamira.

Lee, G.-L., & Morgan, H. (2018). Understanding children’s attraction toward digital games and preventing their gaming addiction. US-China Education Review A, 8(1), 11-17.

Lennon, S. (2017). Re-turning feelings that matter using reflexivity and diffraction to think with and through a moment of rupture in activist work. International journal of qualitative studies in education, 30(6), 534-545.

Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. Routledge.

Lenz Taguchi, H. (2012). A diffractive and Deleuzian approach to analysing interview data. Feminist Theory, 13(3), 265-281.

Leopold, A. (1949). A Sand County Almanac. Oxford University Press.

Lewin, K. (1936). Principles of topological psychology. McGraw-Hill.

Lindgren, T. (2020). The figuration of the posthuman child. Discourse: Studies in the Cultural Politics of Education, 41(6), 914-925.

Lingard, B., Hayes, D., & Mills, M. (2003). Teachers and productive pedagogies: contextualising, conceptualising, utilising. Pedagogy, Culture & Society, 11(3), 399-424.

Lingard, B., & Renshaw, P. (2013). Teaching as a research-informed and research-informing profession. In A. Campbell & S. Groundwater-Smith (Eds.), Connecting Inquiry and Professional Learning in Education (pp. 40-53). Routledge.

Lipman, M. (1976). Philosophy for children. Metaphilosophy, 7(1), 17-39.

Lismore City Council. (n.d.). The History of Lismore. Lismore City Coucnil. Retrieved 30/01/2021 from

Lloro-Bidart, T. (2018). A feminist posthumanist multispecies ethnography for educational studies. Educational Studies, 54(3), 253-270.

Lofland, J., & Lofland, L. H. (2006). Analyzing social settings. Wadsworth Publishing Company

Logan, M. (2020). Challenging the anthropocentric approach of science curricula: Ecological systems approaches to enabling the convergence of sustainability, science, and STEM education. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1181-1208.

Lorimer, J. (2009). Posthumanism/Posthumanistic Geographies. In R. Kitchin & N. Thrift (Eds.), International Encyclopedia of Human Geography (pp. 344-354). Elsevier.

Loughland, T., Reid, A., & Petocz, P. (2002). Young People's Conceptions of Environment: a phenomenographic analysis. Environmental Education Research, 8(2).

Loughland, T., Reid, A., Walker, K., & Petocz, P. (2003). Factors influencing young people's conceptions of environment. Environmental Education Research, 9(1), 3-19.

Louv, R. (2006). Last child in the woods: Saving our children from nature‐deficit disorder. Atlantic Books.

Loveless, N. (2019). How to make art at the end of the world: A manifesto for research-creation. Duke University Press.

Lucas, A. M. (1979). Environment and environmental education: Conceptual issues and curriculum implications. Australia International Press and Publications.

MacKenzie, I. (2001). Unravelling the knots: post-structuralism and other'post-isms'. Journal of Political ideologies, 6(3), 331-345.

MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International journal of qualitative studies in education, 26(6), 658-667.

Malm, A., & Hornborg, A. (2014). The geology of mankind? A critique of the Anthropocene narrative. The Anthropocene Review, 1(1), 62-69.

Malone, K. (2007). The bubble‐wrap generation: children growing up in walled gardens. Environmental Education Research, 13(4), 513-527.

Malone, K. (2016). Reconsidering Children's Encounters With Nature and Place Using Posthumanism [Article]. Australian Journal of Environmental Education, 32(1), 1 - 15.

Malone, K. (2018). Children in the Anthropocene: Rethinking sustainability and child friendliness in cities. Palgrave Macmillan, Springer Nature.

Malone, K. (2020). Re-turning Childhoodnature: A Diffractive Account of the Past Tracings of Childhoodnature as a Series of Theoretical Turns. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1-31.

Malone, K., Birrell, C., Boyle, I., & Gray, T. (2015). Wild nature play: Researching out of school hours in the bush. Sydney, Australia: Centre for Educational Research, University of Western Sydney.

Malone, K., Duhn, I., & Tesar, M. (2020). Greedy Bags of Childhoodnature Theories. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature. Springer International Publishing.

Malone, K., & Moore, S. J. (2019). Sensing Ecologically through Kin and Stones. International Journal of Early Childhood Environmental Education, 7(1), 8-25.

Malone, K., Tesar, M., & Arndt, S. (2020). Theorising posthuman childhood studies. Springer.

Malone, K., & Tranter, P. J. (2003). School Grounds as Sites for Learning: Making the most of environmental opportunities. Environmental Education Research, 9(3), 283-303.

Manning, E., & Massumi, B. (2014). Thought in the Act: Passages in the Ecology of Experience. University of Minnesota Press.

Manolev, J., Sullivan, A., & Slee, R. (2019). The datafication of discipline: ClassDojo, surveillance and a performative classroom culture. Learning, Media and Technology, 44(1), 36-51.

Martin, P. (2010). Outdoor education and the national curriculum in Australia. Journal of Outdoor and Environmental Education, 14(2), 3-11.

Martínez, F. (2019). Waste is not the end. For an anthropology of care, maintenance and repair.

Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum qualitative Sozialforschung/Forum: qualitative social research,

Massumi, B. (1995). The autonomy of affect. Cultural Critique(31), 83-109.

Matthews, G. (1994). The philosophy of childhood. Harvard University Press.

Matthews, G. B. (2021). The philosophical imagination in children's literature. In Gareth B. Matthews, The Child's Philosopher (pp. 68-77). Routledge.

Matthews, S. H. (2007). A window on the ‘new’sociology of childhood. Sociology Compass, 1(1), 322-334.

Maurer, M., & Bogner, F. X. (2020). First steps towards sustainability? University freshmen perceptions on nature versus environment. PLOS ONE, 15(6), e0234560.

Mayall, B. (2002). Towards a sociology for childhood: thinking from children's lives. Open University Press.

Mayes, E., Wolfe, M. J., & Higham, L. (2020). Re/imagining school climate: Towards processual accounts of affective ecologies of schooling. Emotion, Space and Society, 36, 100703.

Mazzei, L. A. (2014). Beyond an easy sense: A diffractive analysis. Qualitative inquiry, 20(6), 742-746.

Mazzei, L. A., & Jackson, A. Y. (2012). Complicating voice in a refusal to “let participants speak for themselves”. Qualitative inquiry, 18(9), 745-751.

McCloud, C., & Messing, D. (2006). Have You Filled a Bucket Today? A Guide ot Daily Happiness for Kids. Ferne Press.

McCormack, D. P. (2018). Atmospheric things: On the allure of elemental envelopment. Duke University Press.

McCree, M. (2020). Future shock, generational change, and shifting eco-social identities: Forest school practitioners’ reasons to train. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 925-952.

McFarland, L., & Laird, S. G. (2020). “She’s Only Two”: Parents and Educators as Gatekeepers of Children’s Opportunities for Nature-Based Risky Play. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1075-1098.

McLeod, S. A. (2017). Behaviourist Approach. Simply Psychology.

Mellander, E., & Wiszmeg, A. (2016). Interfering With Others-Re-configuring Ethnography as a Diffractive Practice. Kulturstudier, 7(1), 93-115.

Menning, S. F., Murris, K., & Wargo, J. M. (2020). Reanimating video and sound in research practices. In Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines (pp. 150-168). Routledge.

Merleau-Ponty, M. (1962). Phenomenology of perception (Vol. 22). London.

Merrell, F. (2003). Sensing Corporeally: Toward a Posthuman Understanding. University of Toronto Press.

Messenger, H. (2016). Drawing out ideas: Visual journaling as a knowledge creating medium during doctoral research. Creative Approaches to Research, 9(1), 129.

Miah, A. (2008). A critical history of posthumanism. In Medical enhancement and posthumanity (pp. 71-94). Springer.

Michinov, E., & Michinov, N. (2021). Stay at home! When personality profiles influence mental health and creativity during the COVID-19 lockdown. Current Psychology, 1-12.

Millán-Jiménez, A., Herrera-Limones, R., López-Escamilla, Á., López-Rubio, E., & Torres-García, M. (2021). Confinement, Comfort and Health: Analysis of the Real Influence of Lockdown on University Students during the COVID-19 Pandemic. International journal of environmental research and public health, 18(11), 5572.

Mills, D., & Morton, M. (2013). Ethnography in education. Sage.

Mitchell, V. A. (2017). Diffracting reflection: a move beyond reflective practice. Education as Change, 21, 165-186.

Montessori, M. (1917). The advanced Montessori method (Vol. 1). Frederick A. Stokes Company.

Moore, D. (2014). Interrupting listening to children: Researching with children's secret places in early childhood settings [Article]. Australasian Journal of Early Childhood, 39(2), 4-11.

Moore, J. W. (2016). Anthropocene or capitalocene?: Nature, history, and the crisis of capitalism. PM Press.

Moore, J. W. (2017). The Capitalocene, Part I: On the nature and origins of our ecological crisis. The Journal of Peasant Studies, 44(3), 594-630.

Morgan, A. (2007). Using video‐stimulated recall to understand young children's perceptions of learning in classroom settings. European Early Childhood Education Research Journal, 15(2), 213-226.

Morgan, N. (2008). Quick, easy and effective behaviour management ideas for the classroom. Jessica Kingsley Publishers.

Morrow, V. (2011). Understanding Children and Childhood (Centre for Children and Young People Background Briefing Series, Issue.

Morse, J. M. (1991). Subjects, Respondents, Informants, and Participants? Qualitative Health Research, 1(4), 403-406.

Moxnes, A., & Osgood, J. (2019). Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education. Reconceptualizing Educational Research Methodology, 10(1), 1- 13.

Muir, T. (2010). Using Video-Stimulated Recall as a Tool for Reflecting on the Teaching of Mathematics. Mathematics Education Research Group of Australasia.

Munoz, F., Bogner, F., Clement, P., & Carvalho, G. S. (2009). Teachers' conceptions of nature and environment in 16 countries. Journal of Environmental Psychology, 29(4), 407-413.

Murris, K. (2008). Philosophy with children, the stingray and the educative value of disequilibrium. Journal of Philosophy of Education, 42(3‐4), 667-685.

Murris, K. (2015). Listening-as-Usual: A Response to Michael Hand [journal article]. Studies in Philosophy and Education, 34(3), 331-335.

Murris, K. (2016a). The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child [journal article]. Studies in Philosophy and Education, 35(1), 63-78.

Murris, K. (2016b). The Posthuman Child: Educational transformation through philosophy with picturebooks. Routledge.

Murris, K. (2017). Reading two rhizomatic pedagogies diffractively through one another: a Reggio inspired philosophy with children for the postdevelopmental child. Pedagogy, Culture & Society, 25(4), 531-550.

Murris, K. (2018). Posthumanism, de/colonising education and child (hoods) in South Africa. In Literacies, Literature and Learning (pp. 25-49). Routledge.

Murris, K. (2019). Children’s development, capability approaches and postdevelopmental child: The birth to four curriculum in South Africa. Global Studies of Childhood, 9(1), 56-71.

Murris, K. (2020a). Introduction: Making kin: Postqualitative, new materialist and critical posthumanist research. In Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines (pp. 1-21). Routledge.

Murris, K. (2020b). The ‘missing peoples’ of critical posthumanism and new materialism. In Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines (pp. 62-84). Routledge.

Murris, K. (2020c). Posthuman Child and the Diffractive Teacher: Decolonizing the Nature/Culture Binary. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1-25). Springer International Publishing.

Murris, K. (2022). Karen Barad As Educator: Agential Realism and Education. Springer Singapore Pte. Limited.

Murris, K., & Borcherds, C. (2019a). Body as transformer:‘Teaching without teaching’in a teacher education course. In Posthumanism and Higher Education (pp. 255-277). Springer.

Murris, K., & Borcherds, C. (2019b). Childing: A different sense of time. In B. D. Hodgins (Ed.), Feminist Research for 21st-century Childhoods: Common Worlds Methods (pp. 197 - 208). Bloomsbury Publishing.

Murris, K., & Bozalek, V. (2019). Diffracting diffractive readings of texts as methodology: Some propositions. Educational Philosophy and Theory, 51(14), 1504-1517.

Murris, K., Crowther, J., & Stanley, S. (2018). Digging and diving for treasure: Erasures, silences and secrets. In Literacies, Literature and Learning (pp. 149-172). Routledge.

Murris, K., & Haynes, J. (2018a). Literacies, Literature and Learning: Reading Classrooms Differently. Routledge.

Murris, K., & Haynes, J. (2018b). Philosophical playthinking in a South African literacy ‘classroom’. In Literacies, Literature and Learning (pp. 3-24). Routledge.

Murris, K., & Haynes, J. (2018c). Philosophy for Children: a postdevelopmental relationality. In Literacies, Literature and Learning (pp. 50-63). Routledge.

Murris, K., & Kohan, W. (2021). Troubling troubled school time: Posthuman multiple temporalities. International journal of qualitative studies in education, 34(7), 581-597.

Musante, K., & DeWalt, B. R. (2010). Participant observation: A guide for fieldworkers. Rowman Altamira.

Myers, C. Y. (2020). “I Don’t Know What’s Gotten in to me, but I’m Guessing It’s Snake Germs”: Becoming Beasts in the Early Years Classroom. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1-25). Springer International Publishing.

Nelson, C., Treichler, P. A., & Grossberg, L. (1992). Cultural studies: An introduction. In L. Grossberg, C. Nelson, & P. A. Treichler (Eds.), Cultural studies (Vol. 1, pp. 1 - 16). Routledge.

Netflix. (2022). Home page: Frequently Asked Questions. Retrieved 23/01/2022 from

Neve, H., & Collett, T. (2018). Empowering students with the hidden curriculum. The clinical teacher, 15(6), 494-499.

Nguyen, N. T., McFadden, A., Tangen, D., & Beutel, D. (2013). Video-Stimulated Recall Interviews in Qualitative Research. Australian Association for Research in Education.

Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163-174.

Nicholls, J., & Thorne, M. (2017). Queensland teachers’ relationship with the sustainability cross-curriculum priority. Australian Journal of Environmental Education, 33(3), 189-200.

Nielsen, T. W. (2010). Towards pedagogy of giving for wellbeing and social engagement. In International research handbook on values education and student wellbeing (pp. 617-630). Springer.

NSW Department of Education. (2016). The day the crayons quit. Retrieved 9/1/2022 from

NSW Department of Education. (2021). Planning Harmony Day. NSW Department of Education. Retrieved 09/01/2022 from,the%20Elimination%20of%20Racial%20Discrimination%20

NSW Government. (n.d.). Glossary of school types. NSW Government. Retrieved 30/01/2021 from

O'Brien, J. (1993). Action research through stimulated recall. Research in Science Education, 23(1), 214-221.

O'Riordan, T. (1977). Environmental ideologies. Environment and Planning A, 9(1), 3-14.

O’Neil, J. K. (2018). Transformative sustainability learning within a material-discursive ontology. Journal of Transformative Education, 16(4), 365-387.

Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. State University of New York Press.

Osborn, M., Blom, S., Quinton, H. W., & Aguayo, C. (2020). De-imagining and reinvigorating learning with/in/as/for community, through self, other and place. In Touchstones for Deterritorializing Socioecological Learning (pp. 189-230). Springer.

Ougrin, D. (2020). Debate: Emergency mental health presentations of young people during the COVID‐19 lockdown. Child and adolescent mental health, 25(3), 171.

Pacini-Ketchabaw, V., Taylor, A., & Blaise, M. (2016). Decentring the human in multispecies ethnographies. In C. A. Taylor & C. Hughes (Eds.), Posthuman research practices in education (pp. 149-167). Palgrave Macmillan.

Palmer, A. (2011). “How many sums can I do”? Performative strategies and diffractive thinking as methodological tools for rethinking mathematical subjectivity. Reconceptualizing Educational Research Methodology.

Palmer, J., Suggate, J., Robottom, I., & Hart, P. (1999). Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK, Australia and Canada. Environmental Education Research, 5(2), 181-200.

Palmer, J. A. (2002). Environmental education in the 21st century: Theory, practice, progress and promise. Routledge.

Palomino, M., Taylor, T., Göker, A., Isaacs, J., & Warber, S. (2016). The Online Dissemination of Nature–Health Concepts: Lessons from Sentiment Analysis of Social Media Relating to “Nature-Deficit Disorder”. International journal of environmental research and public health, 13(1), 142.

Parker, M. (2007). Ethnography/ethics. Social Science & Medicine, 65(11), 2248-2259.

Payne, P. (1997). Embodiment and Environmental Education. Environmental Education Research, 3(2), 133-153.

Payne, P. (1998). Children's conceptions of nature. Australian Journal of Environmental Education, 14, 7.

Payne, P. (2001). Identity and environmental education. Environmental Education Research, 7(1), 67-88.

Payne, P. G. (2018). Early years education in the Anthropocene: An ecophenomenology of children’s experience. In International handbook of early childhood education (pp. 117-162). Springer.

Peacock, D., Lingard, R., & Sellar, S. (2015). Texturing space-times in the Australian curriculum: Cross-curriculum priorities. Curriculum Inquiry, 45(4), 367-388.

Pedersen, H. (2013). Follow the Judas sheep: Materializing post-qualitative methodology in zooethnographic space. International journal of qualitative studies in education, 26(6), 717-731.

Pedler, M., Hudson, S., & Yeigh, T. (2020). The teachers' role in student engagement: A review. Australian Journal of Teacher Education (Online), 45(3), 48-62.

Perry, B., & Dockett, S. (2011). ‘How’bout we have a celebration!’Advice from children on starting school. European Early Childhood Education Research Journal, 19(3), 373-386.

Petitfils, B. (2014). Researching the posthuman: The “subject” as curricular lens. In Posthumanism and educational research (pp. 30-42). Routledge.

Pink, S. (2012a). Advances in visual methodology. SAGE.

Pink, S. (2012b). The visual in ethnography: photography, video, cultures and individuals. In J. Hughes (Ed.), SAGE visual methods. (pp. 123-144). Sage.

Pink, S. (2015). Doing sensory ethnography. Sage.

Pink, S. (2020). Doing visual ethnography. Sage.

Portelli, J. P. (1993). Exposing the hidden curriculum. Journal of Curriculum Studies, 25(4), 343-358.

Powell, E. (2005). Conceptualising and facilitating active learning: teachers’ video‐stimulated reflective dialogues. Reflective Practice, 6(3), 407-418.

Project, T. E. S. (2019). About the Environmental School Project.

Prout, A. (2011). Taking a step away from modernity: Reconsidering the new sociology of childhood. Global Studies of Childhood, 1(1), 4-14.

Prout, A., & James, A. (1990). A new paradigm fot the sociology of childhood? In A. James & A. Prout (Eds.), Constructing and Deconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. Falmer Press.

Punch, S. (2016). Cross-world and cross-disciplinary dialogue: A more integrated, global approach to childhood studies. Global Studies of Childhood, 6(3), 352-364.

Qiong, O. (2017). A brief introduction to perception. Studies in literature and language, 15(4), 18-28.

Quinn, F., Castéra, J., & Clément, P. (2016). Teachers’ conceptions of the environment: anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature. Environmental Education Research, 22(6), 893-917.

Rautio, P. (2013a). Being nature: interspecies articulation as a species-specific practice of relating to environment. Environmental Education Research, 19(4), 445-457.

Rautio, P. (2013b). Children who carry stones in their pockets: On autotelic material practices in everyday life. Children's Geographies, 11(4), 394-408.

Rettie, H., & Daniels, J. (2020). Coping and tolerance of uncertainty: Predictors and mediators of mental health during the COVID-19 pandemic. American Psychologist.

Reybold, L. E., Lammert, J. D., & Stribling, S. M. (2013). Participant selection as a conscious research method: Thinking forward and the deliberation of ‘emergent’findings. Qualitative research, 13(6), 699-716.

Robertson, C. L., & Krugly‐Smolska, E. (1997). Gaps between advocated practices and teaching realities in environmental education. Environmental Education Research, 3(3), 311-326.

Robottom, I. (1993). Beyond behaviorism: Making environmental education research educational. Alternative paradigms in environmental education—Monographs in environmental education and environmental studies, 8.

Rooney, T. (2016). Putting time aside: Navigating the flow of becoming in a posthuman world. Global Studies of Childhood, 6(2), 190-198.

Rousell, D. (2020). Doing little justices: Speculative propositions for an immanent environmental ethics. Environmental Education Research, 26(9-10), 1391-1405.

Rousell, D. (2021). Immersive cartography and post-qualitative inquiry: A speculative adventure in research-creation. Routledge.

Rousell, D., & Cutter-Mackenzie-Knowles, A. (2018). The parental milieu: Biosocial connections with nonhuman animals, technologies, and the earth. The Journal of Environmental Education, 1-16.

Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). Uncommon Worlds: Toward an Ecological Aesthetics of Childhood in the Anthropocene. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1-23). Springer International Publishing.

Rousseau, J.-J. (1976). Emile, or On Education. Basic Books.;;

Rowe, V. C. (2009). Using video-stimulated recall as a basis for interviews: Some experiences from the field. Music Education Research, 11(4), 425-437.

Russell, J., & Fawcett, L. (2020). Childhood Animalness: Relationality, Vulnerabilities, and Conviviality. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1339-1354). Springer International Publishing.

Ryan, K. W. (2012). The new wave of childhood studies: Breaking the grip of bio-social dualism? Childhood, 19(4), 439-452.

Salter, P., & Maxwell, J. (2016). The inherent vulnerability of the Australian Curriculum’s cross-curriculum priorities. Critical Studies in Education, 57(3), 296-312.

Sanders-Bustle, L. (2008). Visual artifact journals as creative and critical springboards for meaning making. Art Education, 61(3), 8-14.

Schneider, J. (2002). Reflexive/diffractive ethnography. Cultural Studies? Critical Methodologies, 2(4), 460-482.

School, T. N. (2019). About The Nature School.

Schwartz, D. (1989). Visual ethnography: Using photography in qualitative research. Qualitative Sociology, 12(2), 119-154.

Scott Shields, S. (2016). How I Learned to Swim: The Visual Journal as a Companion to Creative Inquiry. International Journal of Education & the Arts, 17(8), n8.

Seaton, J., Webb, G., Luckle, K., Evans, T., & Vosz, M. (2013). Northern Rivers Social Profile. R. D. Australia.

Sehgal, M. (2014). Diffractive Propositions: Reading Alfred North Whitehead with Donna Haraway and Karen Barad. Parallax, 20(3), 188-201.

Sessions, G. (1974). Anthropocentrism and the Environmental Crisis. Social Behaviour and Natural Environments, 2(1), 71 - 81.

Shapiro, B. (2018). Actions of Their Own to Learn (B. Shapiro, Ed.). Brill Sense.

Sharp, A. M. (1995). Philosophy for children and the development of ethical values. Early Child Development and Care, 107(1), 45-55.

Shaw, K., Anderson, D. M., & Barcelona, B. (2015). Parental perceptions of constraints to family participation in nature-based, outdoor experiences [Report]. Journal of Outdoor Recreation, Education and Leadership, 7, 3 - 19.

Sheldrake, R. (1990). The Rebirth of Nature. Random Century Group Ltd.

Shepardson, D. P. (2005). Student ideas: What is an environment? The Journal of Environmental Education, 36(4), 49.

Shoesmith, E., Shahab, L., Kale, D., Mills, D. S., Reeve, C., Toner, P., Santos de Assis, L., & Ratschen, E. (2021). The Influence of Human–Animal Interactions on Mental and Physical Health during the First COVID-19 Lockdown Phase in the UK: A Qualitative Exploration. International journal of environmental research and public health, 18(3), 976.

Silverman, D. (2016). Qualitative research (Fourth ed.). Sage Publications.

Simmons, D. (1993). Facilitating teachers' use of natural areas: Perceptions of environmental education opportunities. The Journal of Environmental Education, 24(3), 8-16.

Simmons, D. (1998). Using Natural Settings for Environmental Education: Perceived Benefits and Barriers. The Journal of Environmental Education, 29(3), 23-31.

Simms, W., & Shanahan, M.-C. (2019). Using reflection to support environmental identity development in the classroom context. Environmental Education Research, 25(10), 1454-1478.

Smith, K., Tesar, M., & Myers, C. Y. (2016). Edu-capitalism and the governing of early childhood education and care in Australia, New Zealand and the United States. Global Studies of Childhood, 6(1), 123-135.

Smyth, J. C. (1995). Environment and education: A view of a changing scene. Environmental Education Research, 1(1), 3-120.

Snaza, N. (2013). Bewildering Education. Journal of Curriculum and Pedagogy, 10(1), 38-54.

Snaza, N. (2014). Toward a genealogy of educational humanism. In Posthumanism and educational research (pp. 17-29). Routledge.

Snaza, N. (2017). Is John Dewey's Thought" Humanist"? JCT (Online), 32(2), 15-34.

Snaza, N. (2020). Love and bewilderment: On education as affective encounter. In Mapping the Affective Turn in Education (pp. 108-121). Routledge.

Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., Sandlin, J., Wallin, J., & Weaver, J. A. (2014). Toward a posthuman education. Journal of Curriculum Theorizing, 30(2), 39.

Snaza, N., Sonu, D., Truman, S. E., & Zaliwska, Z. (2016). Pedagogical matters: New materialisms and curriculum studies. Peter Lang Publishing, Inc.

Snaza, N., & Weaver, J. (2014). Posthumanism and educational research. Routledge.

Sobel, D. (1996). Beyond ecophobia. reclaiming the heart in nature education. Orion Society

Sobel, D. (2008). Childhood and nature: design principles for educators. Sternhouse Publishers.

Somerville, M. (2020). Posthuman Theory and Practice in Early Years Learning. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1-25). Springer International Publishing.

Soper, K. (1995). What is Nature? Blackwell Publishers.

Sorin, R. (2005). Changing images of childhood: Reconceptualising early childhood practice. International Journal of Transitions in Childhood, 1, 12-21.

Sorin, R., & Galloway, G. (2006). Constructs of childhood: constructs of self. Children Australia, 31(2), 12.

Spradley, J. P. (2016). The ethnographic interview. Waveland Press.

St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. The Sage handbook of qualitative research, 4, 611-626.

St. Pierre, E. A. (2013). The Appearance of Data. Cultural Studies ↔ Critical Methodologies, 13(4), 223-227.

St. Pierre, E. A. (2014). A brief and personal history of post qualitative research: Toward “post inquiry”. Journal of Curriculum Theorizing, 30(2).

St. Pierre, E. A. (2018). Writing Post Qualitative Inquiry. Qualitative inquiry, 24(9), 603-608.

St. Pierre, E. A. (2019). Post qualitative inquiry in an ontology of immanence. Qualitative inquiry, 25(1), 3-16.

Stanford University. (2022). Stanford Encyclopedia of Philosophy. In E. N. Zalta (Ed.). Stanford, CA: The Metaphysic Research Lab, Philosophy Department, Stanford University.

Stehlik, T. (2018). Educational Philosophy for 21st Century Teachers. Palgrave Macmillan.

Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153.

Stevenson, R. B., Ferreira, J.-A., & Emery, S. (2016). Environmental and sustainability education research, past and future: Three perspectives from late, mid, and early career researchers. Australian Journal of Environmental Education, 32(1), 1-10.

Strife, S. (2010). Reflecting on environmental education: Where is our place in the green movement? The Journal of Environmental Education, 41(3), 179-191.

Swauger, M., Castro, I. E., & Harger, B. (2017). The continued importance of research with children and youth: The “new” sociology of childhood 40 years later. In Researching children and youth: Methodological issues, strategies, and innovations. Emerald Publishing Limited.

Sweet, J. D., Nurminen, E., & Koro-Ljungberg, M. (2020). Becoming research with shadow work: Combining artful inquiry with research-creation. Qualitative inquiry, 26(3-4), 388-399.

Swift, N. (2008). Non-Representational Theory. Routledge.

Tammi, T., Rautio, P., Leinonen, R.-M., & Hohti, R. (2020). Unearthing withling (s): Children, tweezers, and worms and the emergence of joy and suffering in a kindergarten yard. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1309-1321.

Tanner, T. (1980). Significant Life Experiences: A New Research Area in Environmental Education. The Journal of Environmental Education, 11(4), 20-24.

Taylor, A. (2011). Reconceptualizing the ‘nature’ of childhood. Childhood, 18(4), 420-433.

Taylor, A. (2013). Reconfiguring the natures of childhood. Routledge.

Taylor, A. (2017). Beyond stewardship: common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448-1461.

Taylor, A., & Blaise, M. (2014). Queer worlding childhood [Article]. Discourse: Studies in the Cultural Politics of Education, 35(3), 377-392.

Taylor, A., Blaise, M., & Giugni, 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.

Taylor, A., & Giugni, M. (2012). Common Worlds: Reconceptualising Inclusion in Early Childhood Communities. Contemporary Issues in Early Childhood, 13(2), 108-119.

Taylor, C. A. (2013). Objects, bodies and space: gender and embodied practices of mattering in the classroom. Gender and Education, 25(6), 688-703.

Taylor, C. A. (2016a). Close encounters of a critical kind: A diffractive musing in/between new material feminism and object-oriented ontology. Cultural Studies? Critical Methodologies, 16(2), 201-212.

Taylor, C. A. (2016b). Edu-crafting a cacophonous ecology: Posthumanist research practices for education. In Posthuman research practices in education (pp. 5-24). Springer.

Taylor, C. A. (2020). Knowledge matters: Five propositions concerning the reconceptualisation of knowledge in feminist new materialist, posthumanist and postqualitative approaches. In Navigating the postqualitative, new materialist and critical posthumanist terrain across disciplines (pp. 22-42). Routledge.

Taylor, C. A., Quinn, J., & Franklin-Phipps, A. (2020). Rethinking research ‘use’: reframing impact, engagement and activism with feminist new materialist, posthumanist and postqualitative research. In Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines (pp. 169-189). Routledge.

The Salvation Army. (2022). Kids in the Kitchen. The Salvation Army.

Thi To Khuyen, N., Van Bien, N., Lin, P.-L., Lin, J., & Chang, C.-Y. (2020). Measuring Teachers’ Perceptions to Sustain STEM Education Development. Sustainability, 12(4), 1531.

Thomson, S. (2019). Aussie students are a year behind students 10 years ago in science, maths and reading. The Conversation.

Thomson, S., De Bortoli, L., Underwood, C., & Schmid, M. (2019). PISA 2018: Reporting Australia’s Results. Voolume 1 Student Performance.

Thoreau, H. D. (2004). Walden: a fully annotated edition. Yale University Press.

Thrift, N. (2008). Non-Representational Theory: Space, politics, affect. Routledge.

Tisdall, E. K. M. (2012). The challenge and challenging of childhood studies? Learning from disability studies and research with disabled children. Children & Society, 26(3), 181-191.

Toadvine, T. (2019). Maurice Merleau-Ponty. The Stanford Encyclopedia of Philosophy Retrieved 13 August from

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.

Tooth, R., & Renshaw, P. (2020). Children Becoming Emotionally Attuned to “Nature” Through Diverse Place-Responsive Pedagogies. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1-22). Springer International Publishing.

Torquati, J., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early Childhood Educators' Perceptions of Nature, Science, and Environmental Education. Early education and development, 24(5), 721-743.

Townsend, E. (2020). Debate: The impact of school closures and lockdown on mental health in young people. Child and adolescent mental health, 25(4), 265-266.

Tuana, N. (2008). Viscous porosity: witnessing Katrina. In S. Alaimo & S. Hekman (Eds.), Material feminisms (pp. 434). Indiana University Press.

Ulmer, J. B. (2017). Posthumanism as research methodology: inquiry in the Anthropocene. International journal of qualitative studies in education, 30(9), 832-848.

UNESCO, U. (1976). The Belgrade Charter. Connect: UNESCO, UNEP Environmental Education Newsletter, 1-2.

Ungunmerr, M.-R. (1988). Dadirri.

van der Tuin, I. (2011). “A Different Starting Point, a Different Metaphysics”: Reading Bergson and Barad Diffractively. Hypatia, 26(1), 22-42.

van Uden, J. M., Ritzen, H., & Pieters, J. M. (2013). I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher. Teaching and Teacher Education, 32, 43-54.

van Zyl, L. E., Rothmann, S., & Zondervan-Zwijnenburg, M. A. (2021). Longitudinal trajectories of study characteristics and mental health before and during the COVID-19 lockdown. Frontiers in psychology, 12, 349.

Verlie, B. (2018). Affective entanglements: learning to live-with climate change [PhD, Monash University]. Melbourne Victoria.

Verlie, B., & Blom, S. M. (2021). Education in a changing climate: reconceptualising school and classroom climate through the fiery atmos-fears of Australia’s Black summer. Children's Geographies, 1-15.

Visweswaran, K. (1994). Fictions of feminist ethnography. University of Minnesota Press.

Visweswaran, K. (1997). Histories of feminist ethnography. Annual Review of Anthropology, 26(1), 591-621.

Vladimirova, A., & Rautio, P. (2020). Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 1-26.

Waite, S. (2011). Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3–13, 39(1), 65-82.

Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of educational Psychology, 59(6p1), 414.

Wallerstein, I. M. (2004). World-systems analysis: An introduction. Duke University Press.

Wals, A. E. (2020). Transgressing the hidden curriculum of unsustainability: towards a relational pedagogy of hope. Educational Philosophy and Theory, 52(8), 825-826.

Waters‐Adams, S. (2006). The Relationship between Understanding of the Nature of Science and Practice: The influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919-944.

Wattchow, B., Jeanes, R., Alfrey, L., Brown, T., Cutter-Mackenzie, A., & O'Connor, J. (2013). The Socioecological Educator : A 21st Century Renewal of Physical, Health, Environment and Outdoor Education  [Book]. Springer.

Wei, C., Yu, C., & Zhang, W. (2019). Children's stressful life experience, school connectedness, and online gaming addiction moderated by gratitude. Social Behavior and Personality: an international journal, 47(12), 1-11.

Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children Youth and Environments, 16(1), 1-24.

Werner, J., & Lyons, S. (2020, 5/03/2020). The size of Australia's bushfire crisis captured in five big numbers. ABC News.

Weston, A. (1996). Deschooling environmental education. Canadian Journal of Environmental Education (CJEE), 1(1), 35-46.

Weston, A. (2004). What if Teaching Went Wild? Canadian Journal of Environmental Education, 9(1), 31-46.

Whitehouse, H., Evans, N., Jackson, C., & Thorne, M. (2020). Children caring for the Australian Wet Tropics as a response to the Anthropocene. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research, 587-602.

Whitehouse, H., Watkin Lui, F., Sellwood, J., Barrett, M., & Chigeza, P. (2014). Sea country: Navigating indigenous and colonial ontologies in Australian environmental education. Environmental Education Research, 20(1), 56-69.

Whyte, K. (2017). Indigenous climate change studies: Indigenizing futures, decolonizing the Anthropocene. English Language Notes, 55(1), 153-162.

Wildlife Information Rescue and Education Service [WIRES]. (2021, March, 2021). Northern Rivers Snake Information.

Wilks, R. (2014). Aboriginal Totems. Central Tablelands Local Land Services.

Williamson, B. (2017). Decoding ClassDojo: Psycho-policy, social-emotional learning and persuasive educational technologies. Learning, Media and Technology, 42(4), 440-453.

Wolfe, M. J., & Rasmussen, M. L. (2020). The affective matter of (Australian) school uniforms: The school-dress that is and does. In Mapping the Affective turn in education (pp. 179-193). Routledge.

Wolfinger, N. H. (2002). On writing fieldnotes: collection strategies and background expectancies. Qualitative research, 2(1), 85-93.

Woolgar, S. (1988). Knowledge and reflexivity: New frontiers in the sociology of knowledge. Sage Publications, Inc.

Wren, D. J. (1999). School culture: Exploring the hidden curriculum. Adolescence, 34(135), 593-593.

Wyness, M. (2011). Childhood and society. Macmillan International Higher Education.

Young, T., & Bone, J. (2020). Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death. In A. Cutter-Mackenzie, K. Malone, & E. Barratt-Hacking (Eds.), Research Handbook on Childhoodnature. Springer International Publishing.

Young, T., Crinall, S., & Malone, K. (2021). Disruptions of Post-Qualitative Education Research: Tensions and Openings. Qualitative inquiry, 10778004211038255.

Young, T., & Rautio, P. (2020). Childhoodnature Animal Relations: Section Overview. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1211-1220). Springer International Publishing.

Zeilinger, A. (2010). Quantum physics: Ontology or epistemology? The Trinity and an entangled world: Relationality in physical science and theology, 32-40.

Zembylas, M. (2020). The affective atmospheres of democratic education: pedagogical and political implications for challenging right-wing populism. Discourse: Studies in the Cultural Politics of Education, 1-15.

Zembylas, M. (2021). The affective turn in educational theory. In Oxford Research Encyclopedia of Education.

Zyngier, D., Thompson, G., Ewing, R., Eacott, S., & Prasser, S. (2012). New reports sound alarm on school performance: experts respond. The Conversation.

bottom of page