Julkaisut

Tammi, T., Hohti, R., & Saari, M. (2024). Imagination switch – Friction and thick time in speculative worldmaking. Educational Philosophy and Theory, 1–14. https://doi.org/10.1080/00131857.2024.2409733

Pliushchik, M., Tammi, T., & Rautio, P. (2024). Imagining well with almonds and honeybees in the Capitalocene – five multispecies movements for environmental and sustainability education. The Journal of Environmental Education, 55(1), 38–51. https://doi.org/10.1080/00958964.2023.2259850

Vladimirova, A. (2024). Place-making Beyond Humans: Environmental Photography with Dots. Research in Arts and Education, 2024(2), 76–83. https://doi.org/10.54916/rae.141600

 

Vitek, K. (2023). Trauern als Gegenstand der Pädagogik im Anthropozän. [Mourning as an Object of Pedagogy in the Anthropocene]. In O. Bilgi, C. Huf, M. Kluge, U. Stenger, C. Stieve, U. Wehner (Eds.): Zur Verwobenheit von Natur und Kultur. [On the Interwoveness of Nature and Culture] (pp. 200-216). Weinheim: Beltz Juventa.

Vladimirova, A. (2023). Body as a response of a place. Postqualitative inquiry into outdoor education. University of Oulu. Acta Universitatis Ouluensis. Series E, Scientiae rerum socialium E223 Dissertation, University of Oulu.

Tammi, T., Hohti, R., & Rautio, P. (2023). From Child–Animal Relations to Multispecies Assemblages and Other-Than-Human Childhoods. Barn–forskning om barn og barndom i Norden, 41(2–3). https://doi.org/10.23865/barn.v41.5475

Stenger, U., Stieve, C., Zirves, M., Vitek, K., Poliakova, A. (2023). Topografien kultureller Räume. Raumqualitäten in Kindertageseinrichtungen [Topographies of Cultural Spaces – Spatial Qualities in Early Education Centres]. In R. Schelle, K. Blatter, S. Michl, & B. Kalicki (Eds.) Qualitätsentwicklung in der Frühen Bildung: Akteure – Organisationen – Systeme [Quality development in early education: Actors – Organizations – Systems] (pp. 141-173). Beltz Juventa.

Aivelo, T. (2022). School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats. Environmental Education Research, doi:10.1080/13504622.2022.2140125

Hohti, R. & MacLure, M. (2022). Insect-thinking as resistance to education’s human exceptionalism: relationality and cuts in more-than-human childhoods. Qualitative Inquiry. https://doi.org/10.1177/10778004211059237

Rautio, P., Tammi, T., Aivelo, T., Hohti, R., Kervinen, A., & Saari, M. (2022). For whom? By Whom? Redefining participation in citizen science. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-021-10099-9

Rautio, P., Hohti, R., Tammi, T. & Ylirisku, H. (2022). Multiple Worlds and Strange Objects: Environmental Education Research as an Additive Practice. Australian Journal of Environmental Education, 1-13. Doi: 10.1017/aee.2022.29

Saari, M.H. (2022) Sustainable futures for whom? Towards an education for interspecies sustainability, Blog SHIFT: Environment, Territory and Society Research Group of the Institute of Social Sciences of the University of Lisbon.

Tammi, T. & Rautio, P. (2022). ”It was funny at first”. Exploring tensions in human-animal relations through Internet memes with university students. Environmental Education Research. Doi: 10.1080/13504622.2022.2073972

Tammi, T. & Rautio, P. (2022). Kysymmekö oikeita kysymyksiä? Lyhyt johdanto Yleisen ihmisen seikkailuihin Nuorisobarometrissa ja maailmassa, joka meiltä jää. [Are we asking the right questions? Introduction to the adventures of ’The General Man’ in the Youth Barometer, and in the world that we leave behind]. in: Nuorisobarometri [National Youth Barometer]. Helsinki: Valtion nuorisoneuvosto ja Nuorisotutkimusseura.

Vladimirova, A. (2022). Treat me as a place: On the (onto)ethics of place-responsive pedagogy. Educational Philosophy and Theory. DOI: 10.1080/00131857.2022.2130755

Hohti, R., Rousell, D., MacLure, M., & Chalk, H. L. (2021). Atmospheres of the Anthropocene. Sensing and rerouting dis/inheritances in a university museum with young people. Children’s Geographies, 1-14.

Rautio, P., Tammi, T. & Hohti, R. (2021). Childhood after the “animal turn” – child-animal relations and multispecies inquiry. In Yelland, N. et.al., (Eds). Sage Handbook of Global Childhoods.

Saari, M.H. (2021) Animals as stakeholders in education: towards an educational reform for interspecies sustainability, A doctoral dissertation submitted to the University of Oulu for the degree of Doctor of Philosophy (Doctoral Degree Programme in Educational Sciences).

Vladimirova, A. (2021). Caring In-Between: Events of Engagement of Preschool Children and Forests. Journal of Childhood Studies, 46(1), 51-71. https://doi.org/10.18357/jcs00202119326

Vladimirova, A. &… (2021). Multilogues with a Weather-Making Dragon of the North. In J. Armstrong, A. Lakind, C. Adsit-Morris, R. Sæter (eds.), becoming-Feral. Scotland, UK: Objet-a Creative Studio.

Hohti, R., & Osgood, J. (2020). Pets that Have “Something Inside”: The Material Politics of in/Animacy and Queer Kin within the Childhood Menagerie. Genealogy, 4(2), 38. MDPI AG. http://dx.doi.org/10.3390/genealogy4020038

Hohti, R., Tammi, T., Saari, M.H. & Rautio, P. (2020). Ihmiskeskeisyydestä kohti monilajisuutta. Yhteiselon hankalat kysymykset myötätunnon perustana? Ympäristökasvatus.

Rautio, P. & Saari, M.H. (2020) Minkälainen karhu koulussa asuu? (Ja tulisiko se häätää sieltä?), Natura 3/20, http://www.naturalehti.fi/2020/09/25/minkalainen-karhu-koulussa-asuu-ja-tulisiko-se-haataa-sielta/

Saari, M.H. (2020) Näkymättömistä näkyviksi: eläimet tulevaisuuden koulujärjestelmässä [From invisible to visible: animals in future schools], in Wahlberg, B. & Aaltola, E. (Eds.) Me & Muut Eläimet: Uusi Maailmanjärjestys [Other animals and us: towards a new world order], Tampere: Vastapaino, 121-138.

Tammi, T. & Hohti, R. (2020). Touching is Worlding. From Caring Hands to World Making Dances in Multispecies Childhoods. Journal of Childhood Studies. https://doi.org/10.18357/jcs452202019736

Tammi, T., Hohti, R., & Rautio, P. (2020). Child-Animal Relations and Care as Critique. Journal of Childhood Studies, 1-6.

Hohti, R., & Tammi, T. (2019). The greenhouse effect: Multispecies childhood and non-innocent relations of care. Childhood, 26(2), 169–185. https://doi.org/10.1177/0907568219826263

Saari, M.H. (2018) Re-imagining the human-nonhuman animal relationship through humane education, in A. Cutter-Mackenzie, K. Malone, E. Barrat Hacking (Eds.) International Research Handbook on ChildhoodNature: Assemblages of Childhood and Nature Research, Springer, 1-11.

Tammi, T., Rautio, P., Leinonen, R-M. & Hohti, R. (2018). Unearthing Withlings: Children, Tweezers and Worms, and the Emergence of Joy and Suffering in a Kindergarten Yard. In Young, T. & Rautio, P. (Eds) ChildhoodNature Child–Animal Relations. Springer Nature.

Vladimirova, A. & Rautio, P. (2018). Unplanning Research with a Curious Practice Methodology: Emergence of ChildrenForest in the Context of Finland. In Hart, P., Payne, P. & Cutter-Mackenzie, A. (Eds), ChildhoodNature Research Methodologies. Springer Nature.

Rautio, P., Hohti, R., Leinonen, R-M. & Tammi, T. (2017) Reconfiguring urban environmental education with a ‘shitgull’ and a ‘shop’. Environmental Education Research Vol 23 (10), 1379-1390.