eeRESEARCH

eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries. 

This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360, ee360+, and the U.S. Forest Service. Learn more.

Displaying 85 - 96 of 2053

Community garden developed by refugees from Syria—A sanctuary and a space for learning and empowerment

Storm, H., Nielsen, N. O., Andersen, J., Præstegaard, J., Kjærsgaard, H., Petersen, B., … Lindahl, M. (2023). Community garden developed by refugees from Syria—A sanctuary and a space for learning and empowerment. Wellbeing, Space and Society, 5. https://doi.org/10.1016/j.wss.2023.100162

Refugee children’s access to play in meso-environments: A novel approach using space syntax and GIS

Chen, S., & Knöll, M. (2023). Refugee children’s access to play in meso-environments: A novel approach using space syntax and GIS. Buildings, 13(111). https://doi.org/10.3390/buildings13010111

Displaced children’s experience of places and play: a scoping review

Weir, H., Khan, M., & Marmot, A. (2023). Displaced children’s experience of places and play: a scoping review. Children’s Geographies, 21(3), 16. https://doi.org/10.1080/14733285.2022.2078656

Justice-driven CCE extends beyond traditional STEM settings, emphasizes people-focused over planet-focused aims, and encompasses diverse educational processes and outcomes across formal, community-based, and activist learning contexts

Trott, Carlie D., Lam, Stephanie, Roncker, Jessica, Gray, Emmanuel-Sathya, Courtney, Hayden, & Even, Trevor L. (2023). Justice in climate change education: a systematic review. Environmental Education Research, 29(11), 1535-1572. 10.1080/13504622.2023.2181265

Indigenous Fijian concept of "curui" offers a framework for understanding how climate justice, gender equality and education policies can be more effectively interwoven, highlighting current gaps in policy alignment

Lagi, Rosiana, Waqailiti, Ledua, Raisele, Kolaia, Tyson, Lorena Sanchez, & Nussey, Charlotte. (2023). ‘Curui’: weaving climate justice and gender equality into Fijian educational policies and practices. Comparative Education, 59(2), 305-324. 10.1080/03050068.2023.2188370

A landscape analysis reveals significant gaps in educational programming that addresses both gender equality and climate justice, despite growing global advocacy for such intersectional approaches

Kwauk, Christina T., & Wyss, Natalie. (2023). Gender equality and climate justice programming for youth in low- and middle-income countries: an analysis of gaps and opportunities. Environmental Education Research, 29(11), 1573-1596. 10.1080/13504622.2022.2123894

Critical emotional awareness (CEA) is essential for teacher education to help educators and students process emotions effectively when learning about climate change while maintaining critical consciousness

Ojala, Maria. (2023). Climate-change education and critical emotional awareness (CEA): Implications for teacher education. Educational Philosophy and Theory, 55(10), 1109-1120. 10.1080/00131857.2022.2081150

Anticolonial, creative, and embodied pedagogies centered on Indigenous knowledge(s) and relationships with the land and water are essential for transforming climate change education and cultivating more sustainable and just futures

Nxumalo, Fikile, & Montes, Pablo. (2023). Encountering creative climate change pedagogies: Cartographic interruptions. Research in Education, 117(1), 42-57. 10.1177/00345237231207493

A critical, environmental and intercultural education model based on Latin American indigenous worldviews is a hopeful alternative to the narrow, capitalist-oriented SDG for education

Garcia-Arias, Jorge, Corbetta, Silvina, & Baronnet, Bruno. (2023). Decolonizing education in Latin America: critical environmental and intercultural education as an indigenous pluriversal alternative. British Journal of Sociology of Education, 44(8), 1394-1412. 10.1080/01425692.2023.2234088

Authentically integrating Indigenous knowledge(s) in early childhood education powerfully enriches children's development of botanical literacies

Beasley, Kimberley, Hesterman, Sandra, MacCallum, Judy, & Lee-Hammond, Libby. (2023). Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education. International Journal of Early Childhood Environmental Education, 10(2), 21-35.

Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education

Acharibasam, J. B., & McVittie, J. (2023). Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education. Australian Journal of Environmental Education , 39. http://dx.doi.org/10.1017/aee.2022.37

Exploring children’s participation in the framework of early childhood environmental education

Tsevreni, I., Tigka, A., & Christidou, V. (2023). Exploring children’s participation in the framework of early childhood environmental education. Children’s Geographies, 21(3). https://doi.org/10.1080/14733285.2022.2073194

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