Returning Learning explores early school years teachers- perceptions of nature and how this informs their pedagogy through a posthuman theoretical framework. The theoretical framework is purposefully designed to disrupt dichotomies and reject abuse to marginalised others. In doing so, this book offers a reconceptualisation of learning in environmental education, and education more broadly.
The posthuman theoretical framework is a transdisciplinary offering informed by material-discursive practices (Barad, 2007), affective atmospheres (Anderson, 2009) and, childhoodnature (Cutter-Mackenzie-Knowles, Malone and Barratt-Hacking, 2020). The theoretical framework and transqualitative methodology support diffractive ethnographic methods where data are generated through an iterative and entangled data collection and data analysis process. This process is presented as a series of -diffractive data entanglements- that explore teachers- perceptions of nature, their pedagogical p
