Publications

This is, to the best of our knowledge, a complete list of publications on the topic of Wild Pedagogies, presented in chronological order. If you notice any errors or know of any missing publications, please let us know by contacting us at community@wildpedagogies.gr.

 
 
Konstantinidis, A., Theodosaki, Z., Pantazidis, S., & Tsismalidou, G. (2026). From Teacher Doings to Human Beings: Ethical Awakening in a Wild Pedagogies Gathering. Canadian Journal of Environmental Education, 27.

Beavington, L. (2025). Becoming a Wild Researcher Through Goethean Science, Indigenous Philosophy and Creative Response. Australian Journal of Environmental Education, 41(2), 312–324. https://doi.org/10.1017/aee.2025.9

Smallwood, A. E. (2025). Embracing Agency: Ontological Considerations for Wilding Pedagogies. Australian Journal of Environmental Education, 41(2), 144–155. https://doi.org/10.1017/aee.2025.21

Theodosaki, Z., Georgopoulos, A., & Gavrilakis, C. (2025). Wilding Pedagogies: Impact of an In-Service Teacher Training in Greece with Nature as Co-Teacher. Australian Journal of Environmental Education, 1–13. https://doi.org/10.1017/aee.2025.14

van Tol, R. S. (2025). The wild turn in sustainability education – a critical relational perspective on the role of education in caring for people and planet. Journal of Adventure Education and Outdoor Learning, 1–12. https://doi.org/10.1080/14729679.2025.2530097

van Tol, R. S., & Wals, A. (2025). Wild Pedagogies in Practice: Inspiration for Higher Education. Australian Journal of Environmental Education, 41(2), 177–199. doi:10.1017/aee.2025.16

Larrea, I., Muela, A., & Imaz, O. (2024). Student and teacher perceptions of the outdoor experience on traditional playgrounds: A case study. Journal of Adventure Education and Outdoor Learning, 24(2), 302–316. https://doi.org/10.1080/14729679.2022.2160992

Blackham, L., Cocks, A., & Bunce, L. T. (2023). ‘Our Forest School isn’t just the trees.’ Forest Schools: Micro-communities for social and emotional development. Journal of Adventure Education and Outdoor Learning, 23(2), 158–169. https://doi.org/10.1080/14729679.2021.1984964

Blaine, J., & Akhurst, J. (2023). A journey into understanding gendered experiences of outdoor adventure education. Journal of Adventure Education and Outdoor Learning, 23(3), 244–257. https://doi.org/10.1080/14729679.2021.2001759

Jickling, B., Morse, M., & Blenkinsop, S. (2023). Wild Pedagogies, Outdoor Education, and the Educational Imagination. In J. Činčera, B. Johnson, D. Goldman, I. Alkaher, & M. Medek (Eds.), Outdoor Environmental Education in the Contemporary World (v. 12, pp. 183–198). Springer International Publishing. https://doi.org/10.1007/978-3-031-29257-6_12

Porter, S., & Couper, P. (2023). Autoethnographic stories for self and environment: A reflective pedagogy to advance ‘environmental awareness’ in student outdoor practitioners. Journal of Adventure Education and Outdoor Learning, 23(1), 25–37. https://doi.org/10.1080/14729679.2021.1935284

Ouellet, L., & Laberge, S. (2023). Gender relations’ dynamic and social status in the context of an educational wilderness expedition. Journal of Adventure Education and Outdoor Learning, 23(1), 88–105. https://doi.org/10.1080/14729679.2021.1961091

Reed, J., & Smith, H. (2023). ‘Everything we do will have an element of fear in it’: Challenging assumptions of fear for all in outdoor adventurous education. Journal of Adventure Education and Outdoor Learning, 23(2), 107–119. https://doi.org/10.1080/14729679.2021.1961092

Riley, K. (2023). Researcher/Teacher Worldings: Relationships with Land and Pedagogy. In K. Riley, (Re)Storying Human/Earth Relationships in Environmental Education (pp. 57–72). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-2587-2_4

Waite, S., Husain, F., Scandone, B., Forsyth, E., & Piggott, H. (2023). ‘It’s not for people like (them)’: Structural and cultural barriers to children and young people engaging with nature outside schooling. Journal of Adventure Education and Outdoor Learning, 23(1), 54–73. https://doi.org/10.1080/14729679.2021.1935286

Bdr Lama, N. (2022). An Inquiry into Education and Well-Being: Perspectives from a Himalayan Contemplative Tradition and Wild Pedagogies. Canadian Journal of Environmental Education, 25, 70–82. https://cjee.lakeheadu.ca/issue/view/101

Beavington, L., Beeman, C., Blenkinsop, S., Presthus Heggen, M., & Kazi, E. (2022). The Paradox of Wild Pedagogies: Loss and Hope Next to a Norwegian Glacier. Canadian Journal of Environmental Education, 25, 37–54. https://cjee.lakeheadu.ca/issue/view/101

Blenkinsop, S., Morse, M., & Jickling, B. (2022). Wild Pedagogies: Opportunities and Challenges for Practice. In M. Paulsen, J. Jagodzinski, & S. M. Hawke (Eds.), Pedagogy in the Anthropocene (pp. 33–51). Springer International Publishing. https://doi.org/10.1007/978-3-030-90980-2_2

Chiles, R. M., Ard, K., Teixeira-Poit, S., Flora, C., Williams, R., & Grady, C. (2022). Empowering students to confront environmental injustice: Dialogue, theory, empathy, and partnership. SN Social Sciences, 2(12), 255. https://doi.org/10.1007/s43545-022-00564-9

Evans, N. (Snowy), & Acton, R. (2022). Narratives of teaching in outdoor and environmental education: What can we learn from a case study of outdoor education pedagogy? Journal of Adventure Education and Outdoor Learning, 22(3), 214–227. https://doi.org/10.1080/14729679.2021.1902828

French, G. (2022). [Review of the book Interrogating authenticity in outdoor education teacher education, by Chris North]. Journal of Adventure Education and Outdoor Learning, 22(3), 271–273. https://doi.org/10.1080/14729679.2022.2095653

Hebert, D. G. (2022). Nature Conservation and Music Sustainability: Fields with Shared Concerns. Canadian Journal of Environmental Education, 25, 175–189. https://cjee.lakeheadu.ca/issue/view/101

Hempsall, C. (2022). Is the Theory of Wild Pedagogies Precisely the Utopian Philosophy the Anthropocene Needs? Canadian Journal of Environmental Education, 25, 222–236. https://cjee.lakeheadu.ca/issue/view/101

Jelleyman, C. (2022). [Review of the book The essential guide to forest school and nature pedagogy, by John Cree & Marina Robb]. Journal of Adventure Education and Outdoor Learning, 22(3), 265–267. https://doi.org/10.1080/14729679.2021.2001760

Jickling, B., & Morse, M. (2022). Experiments with Lyric Philosophy and the Wilding of Educational Research. Canadian Journal of Environmental Education, 25, 13–36. https://cjee.lakeheadu.ca/issue/view/101

Jørgensen-Vittersø, K. A., Blenkinsop, S., Presthus Heggen, M., & Neegaard, H. (2022). Friluftsliv and Wild Pedagogies: Building Pedagogies for Early Childhood Education in a Time of Environmental Uncertainty. Canadian Journal of Environmental Education, 25, 135–154. https://cjee.lakeheadu.ca/issue/view/101

Kuchta, E. C. (2022). Rewilding the Imagination: Teaching Ecocriticism in the Change Times. Canadian Journal of Environmental Education, 25, 190–206. https://cjee.lakeheadu.ca/issue/view/101

MacEachren, Z. (2022). Reflections on Campfire Experiences as Wild Pedagogy. Canadian Journal of Environmental Education, 25, 102–119. https://cjee.lakeheadu.ca/issue/view/101

Nerland, J., & Aadland, H. (2022). Friluftsliv in a Pedagogical Context—A Wild Pedagogy Path toward Environmental Awareness. Canadian Journal of Environmental Education, 25, 120–134. https://cjee.lakeheadu.ca/issue/view/101

Paulsen, M., Jagodzinski, J., & M. Hawke, S. (Eds.). (2022). Pedagogy in the Anthropocene: Re-Wilding Education for a New Earth. Springer International Publishing. https://doi.org/10.1007/978-3-030-90980-2

Richey, M. B. (2022). Transforming Existing Perceptions: Language as a Tool for Accessing the Ecological Self. Canadian Journal of Environmental Education, 25, 207–221. https://cjee.lakeheadu.ca/issue/view/101

Schmidt, J. (2022). The Place of Ruin within Wild Pedagogies. Canadian Journal of Environmental Education, 25, 55–69. https://cjee.lakeheadu.ca/issue/view/101

Velempini, K., & Ketlhoilwe, M. J. (2022). Experiences With Wild Pedagogies in Teacher Education in Botswana. Canadian Journal of Environmental Education, 25, 155–174. https://cjee.lakeheadu.ca/issue/view/101

Waite, S., & Prince, H. (2022). Editorial: Child, place, and others: interactions that support outdoor learning. Journal of Adventure Education and Outdoor Learning, 22(4), 275–277. https://doi.org/10.1080/14729679.2022.2127114

Harper, N. J., & Obee, P. (2021). Articulating outdoor risky play in early childhood education: Voices of forest and nature school practitioners. Journal of Adventure Education and Outdoor Learning, 21(2), 184–194. https://doi.org/10.1080/14729679.2020.1784766

Morse, M., Blenkinsop, S., & Jickling, B. (2021). Wilding educational policy: Hope for the future. Policy Futures in Education, 19(3), 262–268. https://doi.org/10.1177/14782103211006649

Morse, M., Jickling, B., Blenkinsop, S., & Morse, P. (2021). Wild Pedagogies. In G. Thomas, J. Dyment, & H. Prince (Eds.), Outdoor Environmental Education in Higher Education (v. 9, pp. 111–121). Springer International Publishing. https://doi.org/10.1007/978-3-030-75980-3_10

Rekers, A., & Waters-Davies, J. (2021). ‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School. In L. T. Grindheim, H. V. Sørensen, & A. Rekers (Eds.), Outdoor Learning and Play (v. 34, pp. 145–160). Springer International Publishing. https://doi.org/10.1007/978-3-030-72595-2_9

Sterling, S. (2021). Concern, Conception, and Consequence: Re-thinking the Paradigm of Higher Education in Dangerous Times. Frontiers in Sustainability, 2, 743806. https://doi.org/10.3389/frsus.2021.743806

Theodosaki, Z. (2021). A research into Deep Ecology Ecocentric Values among Educators and proposal of an Ecoliteracy In-Service Training based on NDI facilitation principles and Nature as Co-Teacher [Master’s thesis, Aristotle University of Thessaloniki]. https://ikee.lib.auth.gr/record/332826/?ln=el

Tiplady, L. S. E., & Menter, H. (2021). Forest School for wellbeing: An environment in which young people can ‘take what they need’. Journal of Adventure Education and Outdoor Learning, 21(2), 99–114. https://doi.org/10.1080/14729679.2020.1730206

Winks, L., & Warwick, P. (2021). ‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies. Policy Futures in Education, 19(3), 372–386. https://doi.org/10.1177/1478210320985706

Blenkinsop, S., Jickling, B., Morse, M., & Jensen, A. (2020). Wild Pedagogies: Six Touchstones for Childhoodnature Theory and Practice. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature (pp. 451–468). Springer International Publishing. https://doi.org/10.1007/978-3-319-67286-1_32

Jickling, B., & Blenkinsop, S. (2020). Wilding Teacher Education: Responding to the Cries of Nature. Canadian Journal of Environmental Education, 1(23). https://cjee.lakeheadu.ca/article/view/1633

Kopnina, H., Sitka-Sage, M., Blenkinsop, S., & Piersol, L. (2020). Moving Beyond Innocence: Educating Children in a Post-nature World. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature (pp. 603–621). Springer International Publishing. https://doi.org/10.1007/978-3-319-67286-1_40

Blenkinsop, S., & Ford, D. (2018). The relational, the critical, and the existential: Three strands and accompanying challenges for extending the theory of environmental education. Journal of Outdoor and Environmental Education, 21(3), 319–330. https://doi.org/10.1007/s42322-018-0027-4

Blenkinsop, S., Jickling, B., Morse, M., & Jensen, A. (2018). Wild Pedagogies: Six Touchstones for Childhoodnature Theory and Practice. In R. Latiner Raby & E. J. Valeau (Eds.), Handbook of Comparative Studies on Community Colleges and Global Counterparts (pp. 1–18). Springer International Publishing. https://doi.org/10.1007/978-3-319-51949-4_32-1

Conlon, C. M., Wilson, C. E., Gaffney, P., & Stoker, M. (2018). Wilderness therapy intervention with adolescents: Exploring the process of change. Journal of Adventure Education and Outdoor Learning, 18(4), 353–366. https://doi.org/10.1080/14729679.2018.1474118

Green, M., & Dyment, J. (2018). Wilding pedagogy in an unexpected landscape: Reflections and possibilities in initial teacher education. Journal of Outdoor and Environmental Education, 21(3), 277–292. https://doi.org/10.1007/s42322-018-0024-7

Henderson, B. (2018). [Review of the book Wild pedagogies: Touchstones for re-negotiating education and the environment in the Anthropocene, by B. Jickling, S. Blenkinsop, N. Timmerman, M. De Dannan Sitka-Sage (Eds.)]. Journal of Outdoor and Environmental Education, 21(3), 331–335. https://doi.org/10.1007/s42322-018-0025-6

Jickling, B., Blenkinsop, S., Morse, M., & Jensen, A. (2018). Wild Pedagogies: Six Initial Touchstones for Early Childhood Environmental Educators. Australian Journal of Environmental Education, 34(2), 159–171. https://doi.org/10.1017/aee.2018.19

Jickling, B., Blenkinsop, S., Timmerman, N., & De Danann Sitka-Sage, M. (Eds.). (2018). Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene (1st ed.). Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-319-90176-3

Morse, M., Jickling, B., & Quay, J. (2018). Rethinking relationships through education: Wild pedagogies in practice. Journal of Outdoor and Environmental Education, 21(3), 241–254. https://doi.org/10.1007/s42322-018-0023-8

The Crex Crex Collective, & Blenkinsop, S. (2018). Six Touchstones for Wild Pedagogies in Practice. In B. Jickling, S. Blenkinsop, N. Timmerman, & M. De Danann Sitka-Sage (Eds.), Wild Pedagogies (pp. 77–107). Springer International Publishing. https://doi.org/10.1007/978-3-319-90176-3_5

The Crex Crex Collective, & Jickling, B. (2018). Why Wild Pedagogies? In B. Jickling, S. Blenkinsop, N. Timmerman, & M. De Danann Sitka-Sage (Eds.), Wild Pedagogies (pp. 1–22). Springer International Publishing. https://doi.org/10.1007/978-3-319-90176-3_1

Quay, J., & Jensen, A. (2018). Wild pedagogies and wilding pedagogies: Teacher-student-nature centredness and the challenges for teaching. Journal of Outdoor and Environmental Education, 21(3), 293–305. https://doi.org/10.1007/s42322-018-0022-9

Affifi, R., Blenkinsop, S., Humphreys, C., & Joldersma, C. W. (2017). Introduction to Ecologizing Philosophy of Education. Studies in Philosophy and Education, 36(3), 229–241. https://doi.org/10.1007/s11217-017-9574-3

Blenkinsop, S., & Morse, M. (2017). Saying Yes to Life: The Search for the Rebel Teacher. In B. Jickling & S. Sterling (Eds.), Post-Sustainability and Environmental Education (pp. 49–61). Springer International Publishing. https://doi.org/10.1007/978-3-319-51322-5_4

Blenkinsop, S., Telford, J., & Morse, M. (2016). A surprising discovery: Five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change. Journal of Adventure Education and Outdoor Learning, 16(4), 346–358. https://doi.org/10.1080/14729679.2016.1163272

Jickling, B. (2015). Self-willed learning: Experiments in wild pedagogy. Cultural Studies of Science Education, 10(1), 149–161. https://doi.org/10.1007/s11422-014-9587-y

Tippins, D. J., Neuharth-Pritchett, S., & Mitchell, D. (2015). Connecting Young Children with the Natural World: Past, Present and Future Landscapes. In K. Cabe Trundle & M. Saçkes (Eds.), Research in Early Childhood Science Education (pp. 279–297). Springer Netherlands. https://doi.org/10.1007/978-94-017-9505-0_13

Cutter-Mackenzie, A., & Fulton, C. (2014). Through School: Ecologising Schooling: A Tale of Two Educators. In B. Wattchow, R. Jeanes, L. Alfrey, T. Brown, A. Cutter-Mackenzie, & J. O’Connor (Eds.), The Socioecological Educator (pp. 153–171). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7167-3_9

Snaza, N. (2013). Bewildering Education. Journal of Curriculum and Pedagogy, 10(1), 38–54. https://doi.org/10.1080/15505170.2013.783889