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Somerville

Walking to Connect with Nature and Respond to Anthropogenic Climate Change

Medium: Buch
ISBN: 978-1-0364-0799-5
Verlag: Cambridge Scholars Publishing
Erscheinungstermin: 01.09.2024
Lieferfrist: bis zu 10 Tage

The author, Margaret Somerville, collected the insights contained within the present volume over a year of walking the ridge daily, linking globally significant scientific findings on the origins and deep time evolution of landscapes and living things to her own intensely observed, embodied interactions with rocks, trees, plants, birds, weather and the seasons, informed by decades of work with Indigenous researchers. It draws on the formation of Gondwana Land and how the planet came to be when life emerged from the sea and trees in symbiosis with fungi. The Gondwana forests contained the oldest trees and plants on the planet and the first song birds in the world that are said to be the beginning of music and song. It also addresses seasonal change. This book is a valuable resource for any course that aims to address global issues and bring hope to the global movement of young people facing climate change in their local places.


Produkteigenschaften


  • Artikelnummer: 9781036407995
  • Medium: Buch
  • ISBN: 978-1-0364-0799-5
  • Verlag: Cambridge Scholars Publishing
  • Erscheinungstermin: 01.09.2024
  • Sprache(n): Englisch
  • Auflage: 1. Auflage 2024
  • Produktform: Gebunden
  • Seiten: 173
  • Ausgabetyp: Kein, Unbekannt
Autoren/Hrsg.

Autoren

Margaret Somerville is Professor of Education at Western Sydney University, Australia. She is a leading researcher in place-based and sustainability education, and has collaborated with Australian Aboriginal communities to revitalise language and cultural practices. She has produced 11 books, 33 book chapters, 54 refereed articles, 12 conference presentations, 18 reports, educational materials and four art exhibitions. Her most recent publications include Riverlands of the Anthropocene: Walking our Waterways as Places of Becoming and ‘Walking contemporary Indigenous songlines as public pedagogies of Country’ in the Journal of Public Pedagogies.