The Green Dialogues

This open access book offers an array of educational perspectives aimed at fostering inclusive, multicultural, critical, dialogical, and sustainable approaches to developing children's literature in university classrooms. Its core pillarsenvironmental children's literature, ecocritical thinking, sustainable development, collaboration, and dialogic skillslay the foundation for future professionals to be involved with literature in multiple and interdisciplinary ways. This book illustrates and encourages educational practices fostering critical, relational, and collaborative encounters and entanglements with multiple environments, materials, and matter.

The many examples in this book are developed through various forms of collaboration between teacher educators and student teachers, between students and children's literature, and in collaboration with different materials, spaces, bodies, sounds, and smells.

It provides educators with a methodology for teaching children's literature to students with a focus on topics related to sustainability, critical citizenship, and inclusion.

This book is open access, which means that you have free and unlimited access Offers an array of educational perspectives on ecocritical literacy Builds on intercultural collaboration with student teachers Includes 15 step-by-step activities to engage in children's literature

Autorentext

Marnie Campagnaro is an associate professor of Children's Literature at the University of Padova. She directs the postgraduate Children’s Literature program and leads the LETIN Unipd research group. Her main research fields include picturebooks, reader-response theory, ecocriticism, biographies, and visual and arts-based educational approaches. She is also an advocate for climate literacy. She has published over 100 works in leading peer-reviewed journals, edited volumes, and monographs. Lea Ferrari is an associate professor in psychology at the University of Padova, Italy. Her teaching and research efforts concern the field of positive development and social and emotional learning from early ages with a focus on nurturing resources and talents to promote flourishing in career and life. Attention is devoted to variables, processes, and programs that promote full participation and well-being, especially in children and adults who experience vulnerable conditions. Nina Goga is a professor of Children’s Literature at Western Norway University of Applied Sciences, Norway, and PI of the mobility project Green Dialogues (2022-2025). Her main research field is children’s literature, ecocritical literacy, material ecocriticism, and post-qualitative research. She has published monographies on ants and maps and several edited volumes on topics related to children’s literature. Mariona Graell is an associate professor at the Faculty of Education Sciences at the Universitat Internacional de Catalunya, Spain. Her main areas of study focus on moral education, service-learning, children’s literature, pedagogical training, and innovation in higher education. She has published more than 30 scientific articles and 20 chapters of books. She is a member of the Sustainability and Integral Education (SEI) research group of the same faculty and the inter-faculty Teaching Innovation Classroom. Maria Pujol-Valls is an associate professor at the Faculty of Education Sciences at Universitat Internacional de Catalunya, Spain. Her main research interests revolve around different aspects of children’s literature, such as didactics, children’s rights, agency, ecocriticism, sustainable development goals, translating paratexts, citizenship, and Catalan literature. Elin Stengrundet is an associate professor of literature at the Western Norway University of Applied Sciences, Norway. Her main research interests include 19th- and 20th-century Norwegian literature, with a particular focus on poetry and on the youth motif in literature. Gro Ulland is an associate professor of literature didactics at the Western Norway University of Applied Sciences, Norway. Her main research interests are literature conversations, literature didactics and children’s literature. She is particularly interested in, and has written several articles about how the meeting between children´s literature and readers take place in schools and classrooms.

Inhalt

Background and educational context.- Theoretical framework.- Silent frames dialoguing with the visual narrative of migrants*.-* My rights our rights dialogue between childrens rights and values in books.- Taking stands about discrimination and segregation a dialogue game about the historical picture book Rosas bus*.-* Taking the hood back critical reading of little red riding hood.- Knocking doors respecting your neighbours respecting cultural diversity.- Childrens rights to linguistic and cultural diversity collaborative close readings of lappjævel sami bastard.- Shaping the context to embrace inclusiveness.- Lets discuss development of classroom literature gatherings.- I love glasses accepting others points of view through role playing.- To whom do the woods belong embodied and entangled engagement with ronia the robbers daughter.- Wonders and wanders a literary botanical walkshop to connect with plants.- Is less more reflection on consumerism and sustainability with selected picturebooks.- Beware the questions exploring dialogues in and around a childrens song.- Explore write and share a writing workshop about sustainable living.- 25 empowering books to face and act upon the current environmental emergencies.