Contemporary children’s literature has developed a growing interest in the interconnectedness between humans and the environment in the ongoing exchange and negotiation of ways to be in the world. These new directions in children’s literature consequently challenge teachers of children’s literature in higher education. The project Green Dialogues aims to increase research, student, and staff mobility, and, through innovative dialogic teaching practices, to apply and exchange theoretical and didactic perspectives on children’s literature relevant to respond to the UN’s 17 sustainable development goals (SDG).

International project funded by NOTED Programme (Norwegian Partnership Programme for International Teacher Education)

Keywords

ecocriticism, ecopedagogy, material entanglement, student teachers’ aesthetic and ecocritical engagement, literature conversations

Publications

Resources available for download

Campagnaro, M. & Goga, N. (2022). Material Green Entanglements: Research on Student Teachers’ Aesthetic and Ecocritical Engagement with Picturebooks of Their Own Choice. International Research in Children’s Literature, 15(3), 308-322. DOI: 10.3366/ircl.2022.0469

Campagnaro, M. & Goga, N. (2021). Green Dialogues and Digital Collaboration on Nonfiction Children’s Literature. Journal of Literary education, 4, 96-114. Doi: 10.7203/JLE.4.21019

Goga, N. & Pujol-Valls, M. (2020). Ecocritical Engagment with Picturebook throught Literature Conversations about Beatrice Alemagne’s On a Magical Do-Nothing Day. Sustainability, 2020, 7653. Doi:10.3390/su12187653

The project in a nutshell