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Rewilding the curriculum: the role of children's literature in nature-based education.

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Title: Rewilding the curriculum: the role of children's literature in nature-based education.
Authors: Buckingham, Ross1 (AUTHOR) ross.raymond.buckingham@gmail.com
Source: Environmental Education Research. Jun2026, Vol. 32 Issue 6, p1726-1739. 14p.
Subject Terms: *Environmental education, *Nature study, *Environmental literacy, Children's literature, Ecocriticism, Picture books
Abstract: This article draws on doctoral research and professional expertise to explore the interconnections between children's literature, ecocriticism and Nature-based Education (NbE), as defined by the International Union for Conservation of Nature (IUCN). By examining how ecologically oriented narratives can inform the design and delivery of environmental education, the article positions children's literature as both a pedagogical and philosophical medium capable of cultivating ecological consciousness and ethical engagement among young readers. Building on empirical insights from classroom-based research and literary analysis of four ecologically significant picturebooks, I examine how children respond emotionally, cognitively and dialogically to representations of the natural world. The argument is advanced that children's literature is not only a vehicle for introducing environmental themes, but a dynamic and affective space in which learners may negotiate ecological dilemmas, foster environmental agency and contribute meaningfully to a rewilded curriculum. Specifically, this study aims to explore the extent to which picturebooks can foster the affective dispositions and interpretive practices necessary for meaningful ecological understanding within the context of NbE. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Rewilding the curriculum: the role of children's literature in nature-based education.
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Jun2026, Vol. 32 Issue 6, p1726-1739. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Nature+study%22">Nature study</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+literacy%22">Environmental literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br /><searchLink fieldCode="DE" term="%22Ecocriticism%22">Ecocriticism</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+books%22">Picture books</searchLink>
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  Data: This article draws on doctoral research and professional expertise to explore the interconnections between children's literature, ecocriticism and Nature-based Education (NbE), as defined by the International Union for Conservation of Nature (IUCN). By examining how ecologically oriented narratives can inform the design and delivery of environmental education, the article positions children's literature as both a pedagogical and philosophical medium capable of cultivating ecological consciousness and ethical engagement among young readers. Building on empirical insights from classroom-based research and literary analysis of four ecologically significant picturebooks, I examine how children respond emotionally, cognitively and dialogically to representations of the natural world. The argument is advanced that children's literature is not only a vehicle for introducing environmental themes, but a dynamic and affective space in which learners may negotiate ecological dilemmas, foster environmental agency and contribute meaningfully to a rewilded curriculum. Specifically, this study aims to explore the extent to which picturebooks can foster the affective dispositions and interpretive practices necessary for meaningful ecological understanding within the context of NbE. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/13504622.2025.2585867
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        Text: English
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      – SubjectFull: Environmental literacy
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      – SubjectFull: Children's literature
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      – SubjectFull: Ecocriticism
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      – SubjectFull: Picture books
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              Text: Jun2026
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