JULKAISUT
Animaten tutkijat pyrkivät enenevässä määrin avoimeen julkaisemiseen, osallistuvat yhteiskunnalliseen keskusteluun kirjoittamalla yleistajuisia tekstejä ja kannanottoja, edustavat monilajista pedagogiikkaa ja muiden eläinten etuja erilaisissa toimikunnissa sekä työskentelevät parhaillaan suomenkielisen monilajisen kasvatuksen oppikirjan parissa. Alla valikoima AniMate-julkaisuja.
2026
Rautio, P. (2026). Intersecting Intelligences: Making Space for Multispecies Knowledge and Storytelling. EPIC Proceedings 2025 (1): 119–128. https://doi.org/10.1111/epic.70014.
Rautio, P. (2026). Mitä piilee eläinystävyyden varjossa. Kaltio, 1/2006.
Hohti, R., Ylirisku, H., Mehto, V., Sinquefield-Kangas, R., & Valasmo, V. (2026). Human/animal atmospheres: attuning to ontologies with young people in the natural history museum and the zoo. Children’s Geographies, 1–15. https://doi.org/10.1080/14733285.2026.2645563
Rautio, P. (2026). Mitä piilee eläinystävyyden varjossa. Kaltio, 1/2006.
Hohti, R., Ylirisku, H., Mehto, V., Sinquefield-Kangas, R., & Valasmo, V. (2026). Human/animal atmospheres: attuning to ontologies with young people in the natural history museum and the zoo. Children’s Geographies, 1–15. https://doi.org/10.1080/14733285.2026.2645563
2025
Raymond, C. M., Rautio, P., Fagerholm, N., et al. (2025). Applying multispecies justice in nature-based solutions and urban sustainability planning: Tensions and prospects. npj Urban Sustainability, 5(2). https://doi.org/10.1038/s42949-025-00191-2
Hohti, R., Tuominen, P., Aivelo, T., Simonen, M., Tammi, T., & Rautio, P. (2025). ‘This place cannot be tidied up!’ Stigmatisation, rats, and place-making in a multispecies city. Children’s Geographies, 23(5), 653–669. https://doi.org/10.1080/14733285.2025.2556410
Tammi, T., & Rautio, P. (2025). Multispecies as a Concept and Method. In M. Koro & K. Murris (eds.) The Handbook of Reconfiguring Interpretation in PostQualitative Research (pp. 21-35). Routledge.
Hohti, R., Tuominen, P., Aivelo, T., Simonen, M., Tammi, T. & Rautio, P. (2025). ‘This place cannot be tidied up!’ Stigmatisation, rats, and place-making in a multispecies city. Children’s geographies, online.
Millei, Z., Lee, N., Spyrou, S., Roslund, M., Breinholt, A., Tammi , T., Conklin, B., Alminde, S., Warming, H., & Hohti, R. A.(2025). Child Ecologies in a Microbial World: A New Imperative for Childhood Studies. Journal of Childhood Studies, 50(1), 34-52. https://doi.org/10.18357/jcs501202521918
Saari, M.H. (2025). Crafting palettes of potential for a multispecies justice-oriented education. Environmental Education Research. http://dx.doi.org/10.1080/13504622.2025.2475150
Vitek, K. (2025). ‘It’s their world’ – expanding narratives on childhood multispecies secret places beyond romanticizing and risk-avoidant discourses. Children’s Geographies, 23(3), 390–404. https://doi.org/10.1080/14733285.2025.2520847
Hohti, R., Tuominen, P., Aivelo, T., Simonen, M., Tammi, T., & Rautio, P. (2025). ‘This place cannot be tidied up!’ Stigmatisation, rats, and place-making in a multispecies city. Children’s Geographies, 23(5), 653–669. https://doi.org/10.1080/14733285.2025.2556410
Tammi, T., & Rautio, P. (2025). Multispecies as a Concept and Method. In M. Koro & K. Murris (eds.) The Handbook of Reconfiguring Interpretation in PostQualitative Research (pp. 21-35). Routledge.
Hohti, R., Tuominen, P., Aivelo, T., Simonen, M., Tammi, T. & Rautio, P. (2025). ‘This place cannot be tidied up!’ Stigmatisation, rats, and place-making in a multispecies city. Children’s geographies, online.
Millei, Z., Lee, N., Spyrou, S., Roslund, M., Breinholt, A., Tammi , T., Conklin, B., Alminde, S., Warming, H., & Hohti, R. A.(2025). Child Ecologies in a Microbial World: A New Imperative for Childhood Studies. Journal of Childhood Studies, 50(1), 34-52. https://doi.org/10.18357/jcs501202521918
Saari, M.H. (2025). Crafting palettes of potential for a multispecies justice-oriented education. Environmental Education Research. http://dx.doi.org/10.1080/13504622.2025.2475150
Vitek, K. (2025). ‘It’s their world’ – expanding narratives on childhood multispecies secret places beyond romanticizing and risk-avoidant discourses. Children’s Geographies, 23(3), 390–404. https://doi.org/10.1080/14733285.2025.2520847
2024
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
Saari, M. H., Poulton-Busler, R., & Vladimirova, A. (2024). Does sustainability really start with teachers? Reflections on integrating environmental education in pre-service teacher education in Namibia and Finland. The Journal of Environmental Education, 1–15. https://doi.org/10.1080/00958964.2024.2375210
Kervinen, A., Hohti, R., Rautio, P., Saari, M. H., Tammi, T., & Aivelo, T. (2024). Ratty places – unsettling human-centeredness in ecological inquiry with young people. Environmental Education Research, 30(7), 1129–1146. https://doi.org/10.1080/13504622.2024.2314037
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
Hohti, R., & Tammi, T. (2024). Composting Storytelling: An Approach for Critical (Multispecies) Ethnography. Qualitative Inquiry, 30(7), 595-606. https://doi.org/10.1177/10778004231176759
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
Saari, M. H., Poulton-Busler, R., & Vladimirova, A. (2024). Does sustainability really start with teachers? Reflections on integrating environmental education in pre-service teacher education in Namibia and Finland. The Journal of Environmental Education, 1–15. https://doi.org/10.1080/00958964.2024.2375210
Kervinen, A., Hohti, R., Rautio, P., Saari, M. H., Tammi, T., & Aivelo, T. (2024). Ratty places – unsettling human-centeredness in ecological inquiry with young people. Environmental Education Research, 30(7), 1129–1146. https://doi.org/10.1080/13504622.2024.2314037
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
Hohti, R., & Tammi, T. (2024). Composting Storytelling: An Approach for Critical (Multispecies) Ethnography. Qualitative Inquiry, 30(7), 595-606. https://doi.org/10.1177/10778004231176759
2023
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.
Kervinen, A., & Aivelo, T. (2023). Secondary school students’ responses to epistemic uncertainty during an ecological citizen science inquiry. Science Education, 107, 1352–1379. https://doi.org/10.1002/sce.21809
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
Tammi, T. & Hohti, R. (2023). Kolme pientä hiirtä – nuoret ihmiset ja muut eläimet kaveruuden, vipellyksen ja väkivallan sommitelmissa. In P. Suvilehto, P. Rautio & V-M. Värri (Eds.) Nuorten luonto eläimineen. Nuorisotutkimusseura.
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.
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.
Kervinen, A., & Aivelo, T. (2023). Secondary school students’ responses to epistemic uncertainty during an ecological citizen science inquiry. Science Education, 107, 1352–1379. https://doi.org/10.1002/sce.21809
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
Tammi, T. & Hohti, R. (2023). Kolme pientä hiirtä – nuoret ihmiset ja muut eläimet kaveruuden, vipellyksen ja väkivallan sommitelmissa. In P. Suvilehto, P. Rautio & V-M. Värri (Eds.) Nuorten luonto eläimineen. Nuorisotutkimusseura.
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.
2022
Aivelo, T. (2022). School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats. Environmental Education Research, https://doi.org/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. https://doi.org/10.1080/00131857.2022.2130755
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. https://doi.org/10.1080/00131857.2022.2130755
2021
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.
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.
2020
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., 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.
2019
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
2018
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.
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.
2017
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.
AniMaten kotipaikka on Oulun yliopiston kasvatustieteiden ja psykologian tiedekunnassa. Olemme myös mukana Biodiverse Anthropocenes ja SAFIRE-tutkimusohjelmissa.
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