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In this significantly revised second edition of Bronwyn Hayward's acclaimed book Children Citizenship and Environment, she examines how students, with teachers, parents, and other activists, can learn to take effective action to confront the complex drivers of the current climate crisis including: economic and social injustice, colonialism and racism. The global school strikes demand adults, governments, and businesses take far-reaching action in response to our climate crisis. The school strikes also remind us why this important youthful activism urgently needs the support of all generations. The #SchoolStrike edition of Children Citizenship and Environment includes all new contributions by youth, indigenous and disability activists, researchers and educators: Raven Cretney, Mehedi Hasan, Sylvia Nissen, Jocelyn Papprill, Kate Prendergast, Kera Sherwood O'Regan, Mia Sutherland, Amanda Thomas, Sara Tolbert, Sarah Thomson, Josiah Tualamali'i, and Amelia Woods.As controversial, yet ultimately hopeful, as it was when first published, Bronwyn Hayward develops her ‘SEEDS'model of ‘strong ecological citizenship'for a school strike generation. The SEEDS of citizenship education encourage students to develop skills for; Social agency, Environmental education, Embedded justice, Decentred deliberation and Self-transcendence. This approach to citizenship supports young citizens'democratic imagination and develops their ‘handprint'for social justice.This ground-breaking book will be of interest to a wide audience, in particular teachers and professionals who work in Environmental Citizenship Education, as well as students and community activists with an interest in environmental change, democracy and intergenerational justice.

What type of cities do we want our children to grow up in? Car-dominated, noisy, polluted and devoid of nature? Or walkable, welcoming, and green? As the climate crisis and urbanisation escalate, cities urgently need to become more inclusive and sustainable. This book reveals how seeing cities through the eyes of children strengthens the case for planning and transportation policies that work for people of all ages, and for the planet. It shows how urban designers and city planners can incorporate child friendly insights and ideas into their masterplans, public spaces and streetscapes. Healthier children mean happier families, stronger communities, greener neighbourhoods, and an economy focused on the long-term. Make cities better for everyone.

Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning. Over the course of thirteen chapters it examines how design and research of places can be approached through multiple lenses – of pedagogy and play and how children, as competent social agents, are engaged in the process of designing their own spaces – and brings a global perspective to the debate around child-friendly environments.Despite growing evidence of the benefits of nature for health, wellbeing, play and learning, children are increasingly spending more time indoors. Indeed, new policy ideas and public campaigns suggest how children can become better connected with nature, yet linking outdoor space to pedagogy is largely overlooked in research. By focusing on three themes within these debates, place and play; place and pedagogy; and place and participation, this book explores a variety of angles to show that best practice requires dialogue between research disciplines, designers, educationists and psychologists, and a move beyond seeing the spaces children inhabit as the domain only of childhood professionals.Through illustrated case studies this book presents a wider picture of the state of childhood today, and offers practical solutions and further research avenues that promote a more holistic and internationally focused perspective on place, pedagogy and play for built-environment professionals.Chapter 12 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Planning is central to ensuring that children and young people live in safe and secure places, and that they are included and can be active. There are few aspects of planners'work that do not directly impact children, from designing city centers, to implementing policies that will minimize the environmental effects of industrial practices. The United Nations Convention on the Rights of the Child (1989) requires planners to consider children in matters affecting them and affirms that they have the right to be heard on such matters, and there is a consensus that it is important to attempt to engage children and young people in the planning process. The main question is, how? This book provides a range of international case studies illustrating good practice. It offers a variety of tools and techniques that have proved to be successful and discusses the work that needs to be done to enable planners to respond more effectively. It identifies key areas of concern with reference to the built environment and, more precisely, to planning theory and practice.

That children need nature for health and well-being is widely accepted, but what type of nature? Specifically, what type of nature is not only necessary but realistically available in the complex and rapidly changing worlds that children currently live in?This book examines child-nature definitions through two related concepts: the need for connecting to nature and the processes by which opportunities for such contact can be enhanced. It analyses the available nature from a scientific perspective of habitats, species and environments, together with the role of planning, to identify how children in cities can and do connect with nature. This book challenges the notion of a universal child and childhood by recognizing children's diverse life worlds and experiences which guide them into different and complex ways of interacting with the natural world. Unfortunately not all children have the freedom to access the nature that is present in the cities where they live. This book addresses the challenge of designing biodiverse cities in which nature is readily accessible to children.

Children growing up today are confronted by four difficult and intersecting challenges: dangerous environmental change, weakening democracies, growing social inequality, and a global economy marked by unprecedented youth unemployment and unsustainable resource extraction. Yet on streets everywhere, there is also a strong, youthful energy for change. This book sets out an inspiring new agenda for citizenship and environmental education which reflects the responsibility and opportunities facing educators, researchers, parents and community groups to support young citizens as they learn to'make a difference'on the issues that concern them. Controversial yet ultimately hopeful, political scientist Bronwyn Hayward rethinks assumptions about youth citizenship in neoliberal democracies. Her comparative discussion draws on lessons from New Zealand, a country where young citizens often express a strong sense of personal responsibility for their planet but where many children also face shocking social conditions. Hayward develops a'SEEDS'model of ecological citizenship education (Social agency, Environmental Education, Embedded justice, Decentred deliberative democracy and Self transcendence). The discussion considers how the SEEDs model can support young citizens'democratic imagination and develop their'handprint'for social justice. From eco-worriers and citizen-scientists to streetwise sceptics, Children, Citizenship and Environment identifies a variety of forms of citizenship and discusses why many approaches make it more difficult, not easier, for young citizens to effect change. This book will be of interest to a wide audience, in particular teachers of children aged eight to twelve and professionals who work in Environmental Citizenship Education as well as students and researchers with an interest in environmental change, democracy and intergenerational justice. Introduced by Tim Jackson, author of Prosperity without Growth, the book includes forewords by leading European and USA academics, Andrew Dobson and Roger Hart. Half the author's royalties will be donated to child poverty projects following the earthquakes in Christchurch, New Zealand. Follow Bronwyn Hayward's blog at: http://growing-greens.blogspot.co.nz/See Bronwyn Hayward discuss the book at: http://www.youtube.com/watch?v=kptEw1aZXtM&feature=youtu.be

First Published in 2006.Leading planning and geography authors present this comprehensive assessment of the extent to which the physical and social make up of Western cities accommodates and nourishes the needs of children and youth. Examining the areas of planning, design, social policy, transport and housing, Creating Child Friendly Cities outlines strengths and deficiencies in the processes that govern urban development and change from the perspective of children and youth. Issues explored include children's view of the city and why this is unique; the'obesity epidemic': is it caused by cities?; the journey to school and children's transport needs generally. With illustrations and case studies, Creating Child Friendly Cities presents planning professionals with a solid case for child-friendly cities and an action plan to create places for children to play.