Δημοσιεύσεις

Αυτή είναι, όσο γνωρίζουμε, μια πλήρης λίστα με δημοσιεύσεις για τις Άγριες Παιδαγωγικές, ταξινομημένη με χρονολογική σειρά. Αν δείτε κάποιο λάθος ή λείπει κάποια δημοσίευση, ενημερώστε μας στο wildpedagogiesgreece@gmail.com.

Ελληνική Βιβλιογραφία

Θεοδοσάκη, Ζ. (2021). Διερεύνηση Οικοκεντρικών Αξιών Βαθιάς Οικολογίας σε Εκπαιδευτικούς και πρόταση ενός Προγράμματος Οικολογικού Γραμματισμού Εκπαιδευτικών με βάση τις Αρχές Εμψύχωσης NDI και τη φύση Συν-Διδάσκουσα [Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης]. https://ikee.lib.auth.gr/record/332826/?ln=el

Αγγλική Βιβλιογραφία

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

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