Author Identifier
Lucy Hopkins: https://orcid.org/0000-0002-0392-5186
Document Type
Journal Article
Publication Title
Critical Studies in Education
Publisher
Taylor & Francis
School
Centre for People, Place and Planet
Publication Unique Identifier
10.1080/17508487.2025.2467939
RAS ID
78301
Abstract
This article explores the relations between nation, nature and childhood in five early childhood education curricula in the Nordic, post-socialist and settler-colonial states with the focus on the role education plays in the face of the climate crisis. The authors identify three interconnecting themes in which nation, nature and childhood are entangled in these curricula: 1) national nature as an object of learning; 2) nature and home/birth land and Country; and 3) stewardship for national nature. Exploring these themes from the perspective of alternative pedagogies developed to address the child–nature relations during the Anthropocene, the authors argue that these notions in the curricula are no longer tenable. They call for new ways of conceptualising nation, nature and child relations with attentiveness to the Earth as the living ecosystem sustaining life.
DOI
10.1080/17508487.2025.2467939
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Millei, Z., Gawlicz, K., Hopkins, L., Andersen, C. E., & Ekman Ladru, D. (2025). Nation, nature and childhood in five curricula: Towards earthly education. Critical Studies in Education. Advance online publication. https://doi.org/10.1080/17508487.2025.2467939