Abstract
Over the last decade there has been a discernable global upsurge of nature kindergartens, forest schools, bush schools and nature-based primary schools; all with varying degrees of intent focused on (re)connecting children and young people in/with/as nature. Yet, not all of these educational endeavours are the same. The understanding of the role the natural world might play in pedagogy varies, the desire to work within the system or radically change it shifts according to commitments and philosophies, and the perceived divide, or lack thereof, between child and nature also has significant effects on curriculum and content. Still, there is a shared commitment among these educational movements to change existing relationships with nature and education. There is a desire and much work being done to ecologise education. In this Special Issue, with its primary focus on the west coast of Canada, we offer a pause to story, philosophise, expand, and disrupt as this ‘type’ of education presents a significant shift and fundamentally questions what school is and what education is for.
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