Ambreen
Biographic Data
| ID | 5929 |
|---|---|
| NAME | Ambreen |
| FAMILY NAME | Ambreen |
| SIGNATURE | AMBREEN |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0003-4681-4934 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Voices of the Future
This article addresses the rhetorical dimensions of the language of children and young people around trees and climate change. Via an analysis of statements and stories by children, made in educational settings, the complex constellation of experience, meaning, scientific understanding, mythical imagination and the affective dimensions of fear and hope, that structures children’s environmental awareness, is brought out. In particular, the mythica…
How can children and young people have a voice in urban treescapes
Scientific understanding of climate change has, to date, failed to result in sufficient action. This paper proposes that a deficit model of top‐down learning and dissemination in relation to public engagement with science may be part of the problem, particularly when considering the attitudes, values and empowerment of children and young people. Drawing on two cross‐university projects funded by the Future of UK Treescapes programme, in which chi…
Diversifying tree-child relations
This article argues for embracing epistemological and methodological diversity in order to advance recent shifts in environmental education that call for alternative spaces for learning. The article narrates our fieldwork experiences of conducting creative research working with children aged 7–9 years old in two primary schools in England, while exploring the children’s immersive experiences with/of treescapes. Through featuring two case study ex…
Starting with trees
This paper explores learning about environments with a focus on starting with trees. The paper examines children and young people's perceptions of and engagement with trees, as part of a large grant that sought to examine the dis/benefits of trees for children's lives and learning. In this paper, we attempt to move beyond notions of ‘education for sustainability’ in that we start with knowledges generated with trees. We are concerned that current…
Attending to children's voices within environmental education
The article reports on a study that explores children's epistemologies of the environment. We drew on Nxumalo's (2016) concept of 'refiguring presences' as a conceptual and methodological orientation. Such an orientation develops an expansive understanding of voice, encourages researchers to resist absences and erasures, and braids together activities of attending, remembering, disrupting, and imagining. Based on a study in a diverse multilingual…
No prominent works on this page.
How can children and young people have a voice in urban treescapes
Scientific understanding of climate change has, to date, failed to result in sufficient action. This paper proposes that a deficit model of top‐down learning and dissemination in relation to public engagement with science may be part of the problem, particularly when considering the attitudes, values and empowerment of children and young people. Drawing on two cross‐university projects funded by the Future of UK Treescapes programme, in which chi…
Diversifying tree-child relations
This article argues for embracing epistemological and methodological diversity in order to advance recent shifts in environmental education that call for alternative spaces for learning. The article narrates our fieldwork experiences of conducting creative research working with children aged 7–9 years old in two primary schools in England, while exploring the children’s immersive experiences with/of treescapes. Through featuring two case study ex…
Starting with trees
This paper explores learning about environments with a focus on starting with trees. The paper examines children and young people's perceptions of and engagement with trees, as part of a large grant that sought to examine the dis/benefits of trees for children's lives and learning. In this paper, we attempt to move beyond notions of ‘education for sustainability’ in that we start with knowledges generated with trees. We are concerned that current…
Attending to children's voices within environmental education
The article reports on a study that explores children's epistemologies of the environment. We drew on Nxumalo's (2016) concept of 'refiguring presences' as a conceptual and methodological orientation. Such an orientation develops an expansive understanding of voice, encourages researchers to resist absences and erasures, and braids together activities of attending, remembering, disrupting, and imagining. Based on a study in a diverse multilingual…
Voices of the Future
This article addresses the rhetorical dimensions of the language of children and young people around trees and climate change. Via an analysis of statements and stories by children, made in educational settings, the complex constellation of experience, meaning, scientific understanding, mythical imagination and the affective dimensions of fear and hope, that structures children’s environmental awareness, is brought out. In particular, the mythica…
Environmental education (4 works) · Children's Rights and Participation (3 works) · Environmental Education and Sustainability (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Climate Change Communication and Perception (2 works) · Early Childhood Education and Development (2 works) · Educational research (2 works) · Civil discourse (1 work)