TY - BOOK AU - Campagnaro,Marnie AU - Ferrari,Lea AU - Goga,Nina AU - Graell,Mariona AU - Pujol-Valls,Maria AU - Stengrundet,Elin AU - Ulland,Gro ED - SpringerLink (Online service) TI - The Green Dialogues: Ecocritical Pathways to Children’s Literature in Education T2 - Springer Texts in Education, SN - 9783032104182 AV - GE70-90 U1 - 333.7071 23 PY - 2026/// CY - Cham PB - Springer Nature Switzerland, Imprint: Springer KW - Environmental education KW - Children's literature KW - Teachers KW - Training of KW - Environmental and Sustainability Education KW - Children's Literature KW - Teaching and Teacher Education N1 - Background and educational context -- Theoretical framework -- Silent frames dialoguing with the visual narrative of migrants -- My rights our rights dialogue between childrens rights and values in books -- Taking stands about discrimination and segregation a dialogue game about the historical picture book Rosas bus -- Taking the hood back critical reading of little red riding hood -- Knocking doors respecting your neighbours respecting cultural diversity -- Childrens rights to linguistic and cultural diversity collaborative close readings of lappjævel sami bastard -- Shaping the context to embrace inclusiveness -- Lets discuss development of classroom literature gatherings -- I love glasses accepting others points of view through role playing -- To whom do the woods belong embodied and entangled engagement with ronia the robbers daughter -- Wonders and wanders a literary botanical walkshop to connect with plants -- Is less more reflection on consumerism and sustainability with selected picturebooks -- Beware the questions exploring dialogues in and around a childrens song -- Explore write and share a writing workshop about sustainable living -- 25 empowering books to face and act upon the current environmental emergencies; Open Access N2 - This open access book offers an array of educational perspectives aimed at fostering inclusive, multicultural, critical, dialogical, and sustainable approaches to developing children’s literature in university classrooms. Its core pillars—environmental children’s literature, ecocritical thinking, sustainable development, collaboration, and dialogic skills—lay the foundation for future professionals to be involved with literature in multiple and interdisciplinary ways. This book illustrates and encourages educational practices fostering critical, relational, and collaborative encounters and entanglements with multiple environments, materials, and matter. The many examples in this book are developed through various forms of collaboration between teacher educators and student teachers, between students and children’s literature, and in collaboration with different materials, spaces, bodies, sounds, and smells. It provides educators with a methodology for teaching children’s literature to students with a focus on topics related to sustainability, critical citizenship, and inclusion UR - https://doi.org/10.1007/978-3-032-10418-2 ER -