Vol. 32 No. 2 (2022): Children, Youth and Environment
Inside this issue, you will find diverse scholarly work that spans across the globe. We first stop in Vancouver where Hutton and coauthors analyzed interview data with children ages 10–13 to identify seven design principles for urban public landscapes thatsupport play for tweens. Next, we make our way across the Atlantic and arrive in the Netherlands where van Tol and coauthors investigated 11-and 12-year old’s nature connectedness to reveal that although children enjoy being in nature, they lack emotional affection toward the natural world and possess human-centric images of nature. We then head west, back to North America, to California where Dahl and Cushing revealed that garden-based pedagogies had significant, positive impacts on fourth graders’ environmental literacy, especially pro-environmental awareness, attitude and behavior. Hopping over to Texas, Hite and White examined Hispanic fourth and fifth grade students’ knowledge, understanding, and agency throughout a year-long after-school club on endangered marine species and oceanic conservation to reveal knowledge gains and reported perceptions of agency. Heading north, we arrive back in Vancouver where Bauer and coauthors explored how natural environments shaped the experiences of 10–13-year-olds and influenced their development of microcultures to develop two overarching themes: (1) children played in natural environments to which they had sentimental attachments; and (2) children developed microcultures away from adults. For our last stop on our global adventure, we head to the southern hemisphere and arrive in Australia. Here, Green examines youth, ages 9–17 years, perspectives about transition and climate change adaptation in regional Gippsland, Victoria to reveal four main themes: (1) youth values, (2) perceptions of energy, transition and adaptation, (3) the enabling role of climate literacy for youth; and (4) responding to a just transition through collective endeavors. We continue with The Place of Children: Poverty and Promise, a paper in which van Vliet--reviews a project from 2008-09 that raised awareness of the challenges faced by children among the urban poor worldwide and recognized their contributions to their families and communities. In the paper, van Vliet--provides updates on those who participated in the ethnographic fieldwork. This issue also includes a report from the field where Beeth and coauthors share their experience with an instructional activity that engaged preservice elementary teachers in understanding the natural world through phenology –directed observation of the natural world that builds conscious awareness of and connections with a natural area. We wrap this issue with two book reviews: Yeo’s review of Public Space Readeredited by Miodrag Mitrašinović and Vikas Mehta, and Chawla’s review of Schools That Heal: Design with Mental Health in Mindby Claire Latané. Happy reading!
Once again, we would like to remind our readers that we are delighted to announce that Children Youth and Environments has signed a new deal with University of Cincinnati Press (https://ucincinnatipress.uc.edu). Our backlist will continue to be available through JSTOR. The University of Cincinnati Press is committed to publishing rigorous, peer-reviewed, leading scholarship accessibly tostimulate dialog between the academy, public intellectuals and lay practitioners. The Press works with authors and editors to erase disciplinary to address common problems in our global community.UC Press looks for projects across the humanities, social sciences and STEM fields focusing on social justice and community engagement.