Publishing gold open access

AJEE has been publishing Gold Open Access since volume 39. This means that all readers can freely access our publications online. This increase in reader access will result in increases in citations, which is important to all authors. Being Gold Open Access also means that all manuscripts incur an article processing charge (APC). The APC is expected to be paid if the research was funded (many funding bodies require open-access publications). However, if the corresponding author is employed at a university that has a transformative agreement in place (use this link to check https://www.cambridge.org/core/services/open-access-policies/waivers-discounts) then the APC is waived. Similarly, any author who is not part of a university with a transformative agreement and does not have funding may request a waiver to the APC (this is managed during manuscript acceptance and by CUP).

The AJEE publishers, Cambridge University Press (CUP), are a not-for-profit organisation and have made the commitment that all accepted authors/manuscripts will be able to publish and they will offer a waiver for the APC. CUP manage the waiver process once the manuscript is accepted and in production. If you have further questions, please be in touch with the Editor-In-Chief to discuss your situation.

Article 1: Bush Kinders: Building Young Children’s Relationships with the Environment by Christopher Speldewinde and Coral Campbell

Providing an Australian context to nature-based early years education, this manuscript ethnographically explores four vignettes of children’s play-based learning. Each vignette provides an example of a young person’s exploration in nature where teacher guidance deepens awareness and sensitivity to the environment. This manuscript provides an application of the EPA America definition of environmental education to a bush kinder context.

Article 2: The Effectiveness of a Community-Based Playgroup in Inspiring Positive Changes in the Environmental Attitudes and Behaviours of Children and their Parents: A Qualitative Case Study by Zoe Mintoff, Peter Andersen, Jane Warren, Sue Elliott, Carolan Nicholson, Helen Byfield-Fleming and Fiona Barber

Introducing another manuscript focussing on the early years in Australia where playgroups are considered as an early environmental learning site for children and parents. Semi-structured interviews provided insights from three playgroup facilitators and 20 parents related to one site, Little Explorers Playgroup. The results illustrate parents and children’s environmental attitude and behavioural transformations alongside the adoption of more environmentally responsible attitudes and behaviours. The findings demonstrate that playgroups may be an untapped opportunity for facilitating community change towards sustainable living.

Article 3: The influence of caregivers and environmental education during childhood on adult pro-environmental motivation and behaviour by Sarah Ferguson and Tristan Snell

The third in our series of early years education considerations in Australia is this manuscript that describes how caregivers influence children regarding anthropogenic climate change belief and behaviour. 230 participants gave their thoughts via survey. Analysis suggests ways of interpreting caregiver influence on children and considerations for educational programming to ensure maximum influence.

Communication 1: Imagining advancement of wilding educational policy: Reflections and possibilities in Botswana by Yaone Matsaggopane

Presented as a communication this manuscript examines wilding pedagogy as practiced in Botswana and suggests potential to enhance education practice and policy. Wilding pedagogies emerged as a response to a shift in perspectives among educators who began questioning humanity’s relationship with the natural world and promoting student centred, active, and transformative learning experiences.

Communication 2: Climate Change Education, Globalisation and the Nation State: A Critical Commentary on Ghana’s Science Curriculum by Christian Asante, Edward Yalley, Gideon Amissah

Presented as a communication this manuscript offers commentary on the science curriculum of Ghana which has mandated climate change education. The authors call for a climate change curriculum that integrates culture, language and histories, and tackles the complexities of globalisation.

Communication 3: Regarding the Montreal Protocol communication after the Kigali Amendment by Júlio J. Conde and Pablo Á. Meira-Cartea

Presented as a communication this manuscript shares important clarifications regarding the need to carefully frame communications about ozone layer depletion. As stated, success has been enjoyed internationally, but we must remain alert of additional climate challenges before celebrating success and moving toward climate optimism. It is not time to reduce vigilance or efforts yet.

Review 1: Science Education and International Cross-cultural Reciprocal Learning Perspective from the Nature Notes Program edited by G. Zhou, Y. Li, & J. Luo and reviewed by Amsal Alhayat, Risti Dwi Lestari, and Maurra Syifah Wijaya

Amsal, Risti, and Maurra present a comprehensive overview of the book that they recommend as important reading for anyone interested in cross-cultural education and its intersections with environmental education. They enthusiastically endorse this book as essential reading for facilitating new understandings and perspectives on the organisation and integration of nature concepts into education.

Review 2: Enhancing Environmental Education Through Nature-based Solutions edited by C. Vasconcelos, & C. S. Calheiros and reviewed by Ahbi Mahdianing Rum, Amsal Alhayat, and Alfin Anwar

The challenges and opportunities afforded by nature-based approaches to young people realising solutions to issues of sustainability are carefully explored in this book as made evident by Ahbi, Amsal, and Alfin. Through their attentive reading of the book and reflection on its contents, they are able to invite others in the environmental education community to consider the potential importance of education for sustainability as a key component of education in these times of crisis.

Review 3: Justice and Equity in Climate Change Education: Exploring Social and Ethical Dimensions of Environmental Education by Elizabeth M. Walsh and reviewed by Diajeng Retno Kinanti Putri, Arni Nur Laila, and Nur Asiah

Climate change education ought to be education for equity and justice, which is exactly what this book is all about as seen through the eyes of Diajeng, Arni, and Nur. The unjust and inequitable nature of the Anthropocene is no doubt confronting, but through education that embraces all ways of knowing – scientific, social, cultural etc. – then we can make a difference and reading this book is a good start.

Review 4: Rethinking Environmental Education in a Climate Change Era: Weather Learning in Early Childhood by Tonya Rooney and Mindy Blaise and reviewed by Yoga Adi Pratama, Laksmi Dewi, and Juwintar Febriani Anwar

Sometimes we are so overwhelmed by the climatic nature of our current situation that we lose touch of the weather that we individually and collectively experience from moment-to-moment and day-to-day. In sharing their insightful thoughts on this book, Yoga, Laksmi, and Juwintar make a convincing argument that we all need to read this book as we work alongside children and young people in intimate connection with the weather to enact climate change education in meaningful ways.

Review 5: Ending Plastic Waste – Community Actions Around the World edited by B.D. Hardesty, K. Willis, J. Barrett, & C. Wilcox and reviewed by Buran Iotti Amaral

Bruna Iotti recommends this book not only for humanities and business educators who are likely to get much value out of the exploration of the entrepreneurial aspects of overhauling the waste sector, but it is also of relevance to environmental educators. Not in terms of simply taking on board the messages about changing the ways we make and use plastic but critiquing the very process of continuing to embrace plastic in this way. If you want young people to reduce plastic and not just recycle and reuse it, then read this book with them.

Review 6: The Symbiotic City edited by M. Stuiver and reviewed by Marco Amati

As Marco points out in his expert reading of this book, the use of “symbiosis” and/or “symbiotic” as metaphors to represent the relationship between our cities and ourselves is full of potential to contribute to environmental education to make a practical different to our lives. However, such metaphors are only useful if they reflect the complexity of such relationships while at the same time retaining a simplicity that enables putting them into practice. As we know metaphors are how we live, which means this book is a must read but, as Marco argues, only as signalling a direction rather than constituting an arrival.

Review 7: Posthuman Research Playspaces: Climate Child Imaginaries by David Rousell and Amy Cutter-Mckenzie-Knowles and reviewed by Riika Hohti

Riika in her loving engagement with this book is able to invite us all to value this reading opportunity, as we strive to prioritise the importance of working alongside children and young people through embracing their play in all its imaginative forms. In responding to the Anthropocene as environmental educators, we must savour the posthuman, but it is no easy task to break free from our anthropocentric ways, hence the importance of books like these.

Review 8: Rachel’s Farm by Rachel Ward and Ljudan Michaelis-Thorpe and reviewed by Robyn Fox

Robyn continues the new direction of our reviews with her personal and poetic reflections on this environmental film. The power of film to communicate stories of transformation – in this case embracing regenerative farming practices – which are central to any and all environmental education is laid bare. Robyn’s message is clear; cinema ought to be valued more by our community.

Congratulations to the AJEE for 40 years of publishing quality environmental education.

Enjoy this issue and look out for the next four issues in volume 40.