Description

This book addresses the need for new forms of climate change education that are responsive to the rapidly changing material conditions of children's social and environmental worlds. It connects climate change education with posthumanist studies of childhood in the social sciences and environmental humanities. It also offers opportunities for readers to encounter new theoretical and methodological approaches for collaborative art, inquiry, and learning with children.

The book provides a comprehensive description of how posthumanist concepts and practices can be creatively developed and deployed in collaboration with children and young people. Drawing on three years of participatory research undertaken with 135 children in the Climate Change and Me (CC+Me) project (the first project in the international CC+Me international research program), it takes children's creative and affective responses to climate change as the starting point for the co-production of knowledge, community engagement, and the transformation of pedagogy and curriculum in schools.

The book offers new perspectives on climate change education as a field that can foster and achieve a new synthesis of creative, critical, philosophical, and empirical practices and orientations. It presents a series of generative openings and propositions for future research initiatives in the field of climate change education