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Parcs et Jardins
Cette collection est éditée par la Fondation des Parcs et Jardins de France, qui a pour mission de développer les connaissances et le goût pour lart des jardins. La collection porte à la connaissance du public international les recherches sur lart des jardins, tant sur les techniques, que sur les lieux, les paysagistes ou les éléments spécifiques végétaux ou architecturaux. Seront aussi diffusés les travaux concernant lusage des jardins, tant pour lapparat, la botanique, la santé, le lien social et bien entendu la délectation du jardinier et des visiteurs. Ces travaux seront en français ou en anglais, sous forme de monographies, actes de colloques, de thèses, ou douvrages collectifs. Cette collection est éditée par la Fondation des Parcs et Jardins de France, qui a pour mission de développer les connaissances et le goût pour lart des jardins. La collection porte à la connaissance du public international les recherches sur lart des jardins, tant sur les techniques, que sur les lieux, les paysagistes ou les éléments spécifiques végétaux ou architecturaux. Seront aussi diffusés les travaux concernant lusage des jardins, tant pour lapparat, la botanique, la santé, le lien social et bien entendu la délectation du jardinier et des visiteurs. Ces travaux seront en français ou en anglais, sous forme de monographies, actes de colloques, de thèses, ou douvrages collectifs. Cette collection est éditée par la Fondation des Parcs et Jardins de France, qui a pour mission de développer les connaissances et le goût pour lart des jardins. La collection porte à la connaissance du public international les recherches sur lart des jardins, tant sur les techniques, que sur les lieux, les paysagistes ou les éléments spécifiques végétaux ou architecturaux. Seront aussi diffusés les travaux concernant lusage des jardins, tant pour lapparat, la botanique, la santé, le lien social et bien entendu la délectation du jardinier et des visiteurs. Ces travaux seront en français ou en anglais, sous forme de monographies, actes de colloques, de thèses, ou douvrages collectifs.
1 publications
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Ecological Pedagogy, Curriculum and Scholarship
This book series is premised on the ecological understanding that all of education– all of the living fields of knowledge entrusted to teachers and students in schools, all of the gestures of teaching and learning itself – is full of relations, interdependencies, ancestries, places, voices animated by lived and learned experiences. Ecological pedagogy, curriculum and scholarship understands that all living fields of knowledge must be taught and learned as such, with all of their intrinsic and animate rigours, complexities, interrelatedness, and earthly responsibilities. In these ecologically sorrowful times, our individual and collective impulse to raise voices of commiseration and encouragement to those working inside and outside of schools bristles with urgency. And this just at a time when the world also seems to be churning with increasing distractions and fakeries whose beneficiaries are not of this earth. Schools and schooling are caught up in ongoing yet ever-shifting inheritances of place and displacement, privilege, colonialism, gender and so on. They are also subject to legacies of indiscriminate standardization, efficiency, fragmentation and all of the ramped-up, exhausting and exhausted distractions of our current age. Education often drags along with its tenacious legacies of thinking and practice that are mostly silent, often silencing, simply taken for granted as just the way things are. Schooling itself, in so many quarters, has become an ecological disaster. Many teachers have studied and voiced these matters, while pursuing more venturous, ecologically sound work in their classroom, all this in deliberate resistance to the marginalization of such work. The series invites scholarly, enlivening and healing ways of researching and writing that attempt to live up to the ecologies of the topics themselves, each in their own ways and languages, each laden with their own ancestries, troubles, and insights – eco-hermeneutics, interpretive research, poetic inquiry, autobiographical and life writing, currere, Indigenous research, arts-based inquiry, storytelling and emergent ways and means of knowing. None of these are merely methodologies. Each involves myriad encounters, myriad relationships, myriad possibilities. In trying to find the measure of what is written within the things written about, these ways are in themselves ecological and pedagogical. They are locales where our relations are worked out, our songs are sung, our silences are shared, and our individual and collective stories are lived, contested, shaped and re-told. The logo for this book series is a Celtic Knot drawn by Eric Jardine in 1992. It became the cover illustration of a self-published book that year. It is a reminder of how long-standing is this current stream of work in education, stretching far back from there. These stretches are part of the ecological imagination itself. This book series is premised on the ecological understanding that all of education– all of the living fields of knowledge entrusted to teachers and students in schools, all of the gestures of teaching and learning itself – is full of relations, interdependencies, ancestries, places, voices animated by lived and learned experiences. Ecological pedagogy, curriculum and scholarship understands that all living fields of knowledge must be taught and learned as such, with all of their intrinsic and animate rigours, complexities, interrelatedness, and earthly responsibilities. In these ecologically sorrowful times, our individual and collective impulse to raise voices of commiseration and encouragement to those working inside and outside of schools bristles with urgency. And this just at a time when the world also seems to be churning with increasing distractions and fakeries whose beneficiaries are not of this earth. Schools and schooling are caught up in ongoing yet ever-shifting inheritances of place and displacement, privilege, colonialism, gender and so on. They are also subject to legacies of indiscriminate standardization, efficiency, fragmentation and all of the ramped-up, exhausting and exhausted distractions of our current age. Education often drags along with its tenacious legacies of thinking and practice that are mostly silent, often silencing, simply taken for granted as just the way things are. Schooling itself, in so many quarters, has become an ecological disaster. Many teachers have studied and voiced these matters, while pursuing more venturous, ecologically sound work in their classroom, all this in deliberate resistance to the marginalization of such work. The series invites scholarly, enlivening and healing ways of researching and writing that attempt to live up to the ecologies of the topics themselves, each in their own ways and languages, each laden with their own ancestries, troubles, and insights – eco-hermeneutics, interpretive research, poetic inquiry, autobiographical and life writing, currere, Indigenous research, arts-based inquiry, storytelling and emergent ways and means of knowing. None of these are merely methodologies. Each involves myriad encounters, myriad relationships, myriad possibilities. In trying to find the measure of what is written within the things written about, these ways are in themselves ecological and pedagogical. They are locales where our relations are worked out, our songs are sung, our silences are shared, and our individual and collective stories are lived, contested, shaped and re-told. The logo for this book series is a Celtic Knot drawn by Eric Jardine in 1992. It became the cover illustration of a self-published book that year. It is a reminder of how long-standing is this current stream of work in education, stretching far back from there. These stretches are part of the ecological imagination itself.
3 publications
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Die Pflanzenwelt im Fokus der Environmental Humanities / Le végétal au défi des Humanités environnementales
Deutsch-französische Perspektiven / Perspectives franco-allemandes©2021 Conference proceedings -
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Jardins littéraires et méditerranéens
©2015 Edited Collection -
Piaget and Education Primer
©2006 Textbook -
Foucault and Education Primer
©2005 Textbook -
Speaking with a Boneless Tongue
©2025 Textbook -
Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy
Experiments in a Curriculum for Miracles©2014 Textbook -
"Why Study for A Future We Won't Have?"
Commiserations and Encouragement for Ecologically Sorrowful Times©2024 Textbook -
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The Ecological Heart of Teaching
Radical Tales of Refuge and Renewal for Classrooms and Communities©2016 Textbook -
Sourcebook for Garden Archaeology
Methods, Techniques, Interpretations and Field Examples©2013 Edited Collection