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Submission for the AJEE Special Issue for the 18th Biennial AAEE Conference — Sustainability: Smart Strategies for the 21st Century. Nature by Default in Early Childhood Education for Sustainability – ERRATUM

Published online by Cambridge University Press:  20 May 2016

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Extract

In the above mentioned article the following error has occurred where some text has been omitted from the abstract. The publisher regrets this error and sincerely apologises for any inconvenience caused:

‘This essay critiques the relevance of historical antecedents about children's play in nature and how these historical and political mechanisms create cultural rovoked by Taylor's (2013) exploration of the pervasive influence of romanticised images of innocent children in nature and our own experiences of never-ending ‘nice’ stories about young children in nature, here we trouble how nature experiences may or may not preclude children's meaningful and agentic participation in sustainability.’

Type
Erratum
Copyright
Copyright © The Author(s) 2016 

In the above mentioned article the following error has occurred where some text has been omitted from the abstract. The publisher regrets this error and sincerely apologises for any inconvenience caused:

‘This essay critiques the relevance of historical antecedents about children's play in nature and how these historical and political mechanisms create cultural rovoked by Taylor's (2013) exploration of the pervasive influence of romanticised images of innocent children in nature and our own experiences of never-ending ‘nice’ stories about young children in nature, here we trouble how nature experiences may or may not preclude children's meaningful and agentic participation in sustainability.’

Should read;

‘This essay critiques the relevance of historical antecedents about children's’ play in nature and how these historical and political mechanisms create cultural norms and dominant discourses that sustain nature-human dualisms. Provoked by Taylor's (2013) exploration of the pervasive influence of romanticised images of innocent children in nature and our own experiences of never-ending ‘nice’ stories about young children in nature, here we trouble how nature experiences may or may not preclude children's meaningful and agentic participation in sustainability.’

References

Elliott, Sue and Young, Tracy (2016). Nature by Default in Early Childhood Education for Sustainability. Australian Journal of Environmental Education, 32, pp 5764. doi:10.1017/aee.2015.44.CrossRefGoogle Scholar