Swings + Roundabouts Summer 2020

REFERENCES Common Worlds Research Collective. (2020). Learning to become with the world: Education for future survival. Paper commissioned for the UNESCO Futures of Education report (forthcoming 2021). Davis, J. (2014). Examining early childhood education through the lens of education for sustainability. Revisioning rights. In J. Davis, & S. Elliot (Eds), Research in Early childhood Education for Sustainability: International Perspectives and Provocations. New York: Taylor & Francis Group. Elliott, S. & Young, T. (2016). Submission for the AJEE special issue for the 18th biennial AAEE Conference – Sustainability: Smart strategies for the 21st century. Australian Journal of Environmental Education, 32(1), 57-64. Engdahl, I. (2015). Early childhood education for sustainability: The OMEP world project. International Journal of Early Childhood, 47, 347-366. Inoue, M., O’Gorman, L., Davis, J. (2016). Investigating early childhood teachers’ understandings of and practices in education for sustainability in Queensland: A Japan-Australia research collaboration. Australian Journal of Environmental Education, 32 (2), 174-191. Marsden, M. (2003). The Woven Universe. Selected Writings of Rev. Māori Marsden. In T. H. C. Royal (Ed). Otaki, N.Z: Estate of Rev. Māori Marsden. McRae, H. (2018) Principles of an indigenous community-based science program. International Journal of Innovation in Science and Mathematics Education, 26 (2), 44-56. Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. Early childhood curriculum. Wellington: Ministry of Education. Mrema, E. M., Thiaw, I., & Cantellano, P. E. (2020, February 8). Humanity must take this chance to find a new ‘normal’ – and safeguard our planet. The Guardian. https:// www.theguardian.com/environment/commentisfree/2020/may/22/humanity- must-take-this-chance-to-find-a-new-normal-and-safeguard-our-planet-aoe?utm_ term=RWRpdG9yaWFsX1VTTW9ybmluZ0JyaWVmaW5nLTIwMDUyMg%3D%3D&utm_ source=esp&utm_medium=Email&utm_campaign=USMorningBriefing&CMP=usbriefing_email Nelson, N., Pacini-Ketchabaw, V., & Nxumalo, F. (2018). Rethinking nature-based approaches in early childhood education: Common worlding practices. Journal of Childhood Studies 43 (1), 4-14. Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18, 5-29. Ritchie, J., Duhn, I., Rau, C., & Craw, J (2010). Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years’ teaching and learning. Final Report for the Teaching and Learning Research Initiative. Wellington: Teaching and Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/ projects/9260-finalreport.pdf Ritchie, J. (2014). Learning from the wisdom of elders. In Davis, J., & Elliott, S. (Eds). Research in early childhood education for sustainability: International perspectives and provocations. United Kingdom: Taylor & Francis Ltd. Ritchie, J. (2015). Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective. Journal of Pedagogy, 6 (2), 41-56. Ritchie, J. (2017). Fostering eco-cultural literacies for social, cultural and ecological justice: A perspective from Aotearoa (New Zealand). International Journal of Early Childhood, DOI https:// link.springer.com/article/10.1007/s13158-017-0198-0 Skerrett, M. (2018). Pedagogical intentions. Enacting a “refreshed” bicultural curriculum positioned at the crossroads of colonial relations, biocultural education and critical literacy. Early Childhood Folio 22 (1), 3-8. Skerrett, M., & Ritchie, J. (2018). Ara mai he tetekura” M ori knowledge systems that enable ecological and sociolinguistic survival in Aotearoa. In A. Cutter-Mackenzie, K. Malone & E. Barratt Hacking (Eds), Resea rch Handbook on Childhoodnature. Assemblages of Childhood and Nature Research. Switzerland: Cham: Springer International Publishing: Imprint: Springer. Smorti, S., Peters-Algie, M., & Rau, C. (2013). Engaging student teachers in sustainable praxis in Aotearoa/New Zealand. Journal of Teacher Education for Sustainability, 15 (1), 5-14. Sommerville, M. (2010). A place pedagogy for ‘global contemporaneity’. Educational Philosophy and Theory, 42 (3), 326-344. Thornton, S, Graham, M.& Burgh, g. (2019). Reflecting on place: environmental education as colonisation. Australian Journal of Environmental Education, 35 (3), 239-249. UNESCO. (2017). Education for sustainable development goals. Learning objectives. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark: /48223/pf0000247444 Wals, A. E. J. (2017). Sustainability by default: Co-creating care and relationality through early childhood education. International Journal of Early Childhood, 49 (2), 155-164. Weldemariam, K. (2017). Challenging and expanding the notion of sustainability within early childhood education: Perspectives from post-humanis and/or new materialism. In O. Franck, & C. Osbeck (Eds), Ethical Literacies and Education for Sustainable Development. Switzerland: Springer Nature. Wolff, L., Skarstein, T. H., & Skarstein, F. (2020). The mission of early childhood education in the Anthropocene. Education Sciences, 10 (2), 1-21. offers opportunities for young children “to embrace dispositions that equip them for living in a sustainability-orientated future” (p. 289). Examples of eco-cultural literacies suggest Ritchie (2017) include being attuned to the pattern changes of weather, climate, flora and fauna and which allowed Māori to make sense of the world and live as co-habitors between themselves and their environments. To support the idea of relationality between human and the more-than-human other, Elliot and Young (2016) ask the question: “What do human-human relationships have in common with human-nature relationships?” (p. 61). To support this question, Tsing (2005 p. 172, cited in Elliot & Young, 2016, p.61) proposes one to “turn to the beasts and flowers, not just as symbols and resources, but as co-residents and collaborators”. Elliot and Young (2016) argue that these collaborations support “environmental justice, kinship and co- habitation, empathy, habitat destruction, ecological sustainability, social justice, and intersectionality” (p. 61). FINAL THOUGHTS This article explores the Indigenous worldview and ways of knowing, being and doing when practiced within a specific place and which can be considered a contrast to current western ways of being, which Abram (1196, cited in Ritchie, 2013) describes as being so estranged from nature that the destruction of whole eco-systems are being destroyed through a loss of reciprocity and relationship with the natural world. The stories and knowledges one needs to understand to live with harmony with our planet, can be sought from listening to the earth itself and through the connection of Indigenous knowledges of our local Mana Whenua that despite having been colonised, still have the potential to influence our current times (Johnson & Murton, 2007, cited in Ritchie, 2013) through their localised knowledge and interconnectedness with the more-than-human other (Ritchie, 2013). Wals (2017) argues that if children develop the foundational skills of care, empathy and agency through being exposed physically to human and more-than-human entities and across different worlds that offer diversity and what he calls “crossing boundaries” (p. 163) there is some hope for our sustainable future. December 2020 { 28 }