Our Lab undertakes research that is both attuned and responsive to the rapidly changing material conditions of contemporary life on Earth. This research area includes projects that address the biosocial implications of climate change and related environmental crises for studies of childhood, youth, community, and education.  We also study ecologies of learning – the assemblages of affects, milieus, contexts, space, interactions and materialities out of which learning emerges. 




Speculative Science and Technology Studies: Fact, fiction and dis/trust (2017-2019)

Elizabeth de Freitas & Sarah Truman

Collaboration funded by the Canadian Social Sciences & Humanities Research Council Post-Doc fellowship 

(Truman: Speculative fiction and youth futures)

The emergence of literacy in very young children: place and materiality in a more-than-human world (2017-2020) 

Abigail Hackett

British Academy Postdoctoral Fellowship

Local Alternatives: Young people's perceptions of climate change in the local area of Hulme (2018-2019)

David Rousell

Funded by RKE Research Accelerator grant

States and Territories: Re-imagining university learning environments for the Anthropocene (2013-2016) 

David Rousell 

Funded by Australian Postgraduate Award 

CubeWalk: An arts and sustainability learning network (2013-2015)

David Rousell

Funded by Vice Chancellor’s Sustainability Fund 

Climate Change and Me: Empowering children and young people (2014-2016)

Amy Cutter-Mackenzie, with David Rousell (Research Fellow)

Funded by NSW Environmental Trust 


Journal Articles

de Freitas, E. & Truman, S. (2020). New empiricisms in the Anthropocene: Thinking with speculative fiction about the future of social inquiry. Qualitative Inquiry. Open access: https://journals.sagepub.com/doi/full/10.1177/1077800420943643

de Freitas, E. & Truman, S. (2020). Science fiction and science dis/trust: Thinking with Bruno Latour’s Gaia and Liu Cixin’s The three body problem. Rhizomes: Cultural Studies of Emerging Knowledges. http://www.rhizomes.net/issue36/defreitas-truman.html

Cutter-Mackenzie, A., & Rousell, D. (2018). Education for What? Shaping the emerging field of climate change education with children and young people as co-researchers. Children’s Geographies.

Cutcher, L., Rousell, D., & Cutter-Mackenzie, A. (2015). Findings, Windings and Entwinings: Cartographies of collaborative walking and encounter. The International Journal of Education Through Art, 11(3) pp. 449-458.


de Freitas, E. (2017). Karen Barad’s quantum ontology and posthuman ethics: Rethinking the concept of relationality. Qualitative Inquiry. 23(9), 741-748. 

de Freitas, E. (2017). Non-human findings from the laboratory of speculative sociology, Minnesota Review, 88, 116-126.

de Freitas, E. & Ferrara, F. (2015). Movement, memory, and mathematics: Henri Bergson and the ontology of learning. Studies in Philosophy of Education 34(6), 565-585.

de Freitas, E. & Palmer, A. (2015). How scientific concepts come to matter in early childhood education: Rethinking the concept of force. Cultural Studies in Science Education

de Freitas, E. (2012). The classroom as rhizome: New strategies for diagramming knotted interaction. Qualitative Inquiry. Vol 18 (7). 557-570.

de Freitas, E. (2011). Parkour and the built environment: Spatial practices and the plasticity of school buildings. Journal of Curriculum Theorizing 27 (3), 209-220.

Gallagher, M. et al (2016). Listening geographies: Landscape, affect and geotechnologies. Progress in Human Geography, August 2016.

Gallagher, M. (2016) Landscape audio in situ. Contemporary Music Review, 34, 4: 316-326.

Hackett, A. and Somerville, M. (2017). Post-human literacies: young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy.

Hackett, A. Pahl, K. & Pool, S. (2017) In amongst the glitter and the squashed blueberries: Crafting a collaborative lens for children’s literacy pedagogy in a community setting. Pedagogies. An International Journal, 12, 1. Online Mar 2017.

Hackett, A. (2016) Young children as wayfarers: learning about place by moving through it. Children and Society, 30: 169-179.

Rautio, P., Hohti, R., Leinonen, R. & Tammi, T. (2017). Reconfiguring urban environmental education with ‘shitgull’ and a ‘shop’.  Environmental Education Research 23(10), 1379-1390.

Hohti, R. (2015). Now — and Now — and Now: Time, Space and the Material Entanglements of the Classroom. Children & Society, 180–191. 10.1111/chso.12135.

Hohti, R. (2016). Children writing ethnography: children's perspectives and nomadic thinking in researching school classrooms. Ethnography and Education, 11(1), 74-90. 

Hohti, R. (2016). Time, things, teacher, pupil: engaging with what matters. International Journal of Qualitative Studies in Education, 29(9), 1148-1160.

Ivinson, G. (2014) Skills in motion: Boys’ motor biking activities as transitions into working class masculinity. Sport, Education and Society, 19 (5) 605–620.

Renold, E., & Ivinson, G. (2014). Horse-girl assemblages: Towards a post-human cartography of girls’ desires in an ex-mining valleys community. Discourse, 35 (3) 361–376.

Ivinson, G., & Renold, E. (2013). Subjectivity, affect and place: Thinking with Deleuze and Guattari’s body without organs to explore a young teen girl’s becomings in a post-industrial locale. Subjectivity, 6 (4) 369–390.

Rousell, D. (2018). Doing Little Justices: Speculative propositions for an immanent environmental ethics. Environmental Education Research [special issue on new materialisms]. 

Rousell, D. & Cutter-Mackenzie, A. (in press). The Parental Milieu: Biosocial connections with animals, technologies, and the Earth.  Journal of Environmental Education.

Rousell, D., Cutter-Mackenzie, A., & Foster, J. (2017). Children of an Earth to Come: Speculative fiction, geophilosophy, and climate change education research. Educational Studies. 

Rousell, D. (2016). Dwelling in the Anthropocene: Re-imagining university learning environments in response to social and ecological change. The Australian Journal of Environmental Education, 32(2) pp. 1-20.

Rousell, D. (2015). The Cartographic Network: Re-imagining university learning environments through the methodology of immersive cartography. UNESCO Observatory Multidisciplinary Journal in the Arts [Special issue on Critical Approaches to Arts-Based Research], 5(1), pp 1-33. 

Springgay, S. & Truman, S. E. (2017) Stone Walks: inhuman animacies and queer archives of feeling. Discourse: Studies in the Cultural Politics of Education, 38(6), 851-863, DOI: 10.1080/01596306.2016.1226777

Edited Journal Special Issues


de Freitas, E. & Weaver, J. (2019). Rethinking social inquiry in the wake of science studies: Transdiscipline pursuits in times of climate change, information flows, and fading democracies. Cultural Studies-Critical Methodologies. DOI: 10.1177/1532708619883309

Cooke, G., Mules, W., Kerruish, E., & Rousell, D. eds. (2017). Concepts for Action in the Environmental Arts. Transformations Journal of Cultural and Media Studies

de Freitas, E., Lupinacci, J., Pais, A. (2017). Science and technology studies x educational studies: Critical and creative perspectives on the future of STEM education. Educational Studies: A journal of the American Educational Studies Association.

Book Chapters 

Cutter-Mackenzie, A., & Rousell, D. (2018). The Mesh of Playing and Researching in the Reality of Climate Change: Children’s Research Play Spaces. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (eds.). International Research Handbook on ChildhoodNature. The Netherlands: Springer.

de Freitas, E. & Ferrara, F. (2016). Matter, movement and memory. In N. Snaza & S. Truman (Eds). Pedagogical matters: New materialisms and curriculum studies. Peter Lang Publications. 

de Freitas, E. (2014). Diagramming the classroom as topological assemblage. In M. Carlin (Ed.) For a people-yet-to-come: Deleuze and Guattari, politics and education. New York: Continuum Publishing. 95-117.

Hackett, A. (2015) Children’s embodied entanglement and production of space in a museum. In A. Hackett, L. Procter, and J. Seymour (eds.) Children’s Spatialities. Embodiment, Emotion and Agency (pp. 75-92). London: Palgrave Macmillan. 

Hackett, A. and Yamada-Rice, D. (2015) Producing visual records of movement: Making meaning of young children’s interactions with place. In E. Stirling and D. Yamada-Rice (eds.). Visual Methods with Children and Young People. Academics and Visual Industries in Dialogue (pp. 29-49). London: Palgrave Macmillan.

Holmes, R. & Jones, L. (2016) Flickering, spilling and diffusing body/knowledge in the posthuman early years’. In C. A. Taylor and C. Hughes (eds) Posthuman Research Practices in Education. Hampshire: Palgrave.

Rousell, D., & Cutter-Mackenzie, A. (2018). Uncommon Worlds: Towards an ecological aesthetics of childhood in the Anthropocene. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (eds.). International Research Handbook on ChildhoodNature. The Netherlands: Springer.

Rousell, D., & Williams, D. (2018). Ecological Aesthetics: New spaces, directions, and potentials. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (eds.). The International Research Handbook on ChildhoodNature. The Netherlands: Springer.

Widdop-Quintin, H., Piersol, L., Rousell, D., & Russell, J. (eds.) (in press).  ChildhoodNature Research Companion: Research by and for children and young people. The Netherlands: Springer.

Conference Presentations

St.Pierre, B., Roziek, J., Tesar, M., O’Donnell, A., de Freitas, E. (2020). Panel on New empiricisms and risky realisms after the ontological turn. ECQI, Malta (Feb).

de Freitas, E., Trafi-Prats, L. Hohti, R., Rousell, D. (2020). Panel on Ubiquitous sensation: Arts-based inquiry and new configurations of digital life. ECQI, Malta (Feb).

Hohti, R. (2018). When children and animals meet – a nomadic approach within multispecies ethnography. European Congress of Qualitative Inquiry, Leuven, 2018.

Hohti, R. (2018). Doing ‘animal’ in school, forest and a greenhouse – a multispecies approach. NERA, Oslo, 2018.

Cutter-Mackenzie, A., Rousell, D., & Barratt, R. (2017). Climate Change Education as an Emerging Field. American Educational Research Association (AERA) Annual Meeting, San Antonio, USA.

Cutter-Mackenzie, A. & Rousell, D. (2017). Climate Change + Me. American Educational Research Association (AERA) Annual Meeting, San Antonio, USA.

Cutter-Mackenzie, A., Barratt Hacking, E., Rousell, D., Malone, K., & Barratt, R. (2017). Education for What? American Educational Research Association (AERA) Annual Meeting, San Antonio, USA.

Cutter-Mackenzie, A., & Rousell, D. (2016). Disrupting Climate Change Education and its Research.  North American Association for Environmental Education annual conference, Madison, Wisconsin, USA.

Cutter-Mackenzie, A., & Rousell, D. (2016).  Disruptive ChildhoodNature Research Methodologies in Changing Climates and Curriculums. American Educational Research Association Annual Meeting, Washington D.C, USA.

Malone, K., Cutter-Mackenzie, A., Barratt-Hacking, E., & Rousell, D. (2016). ChildhoodNature Theoretical Disruptions.  American Educational Research Association Annual Meeting, Washington DC, USA. 

Cutter-Mackenzie, A., & Rousell, D. (2015). Keynote Address - Education for What: What Matters to Australian Children and Young People in a Changing Climate? International Invited Symposium, Gakushuin University, Japan.

MacLure, M. (2017) Divination as speculative interpretation. Keynote lecture, Performing Methodologies in Early Years Research. Oslo and Akershus University College of Applied Sciences, Norway. 15-19 Nov 2017.

MacLure, M. (2017) “Poisoning is easy but nurturing is a craft”: some thoughts on speculative critique. Invited presentation, Critique Beyond Criticism Seminar, Aarhus University, Denmark. 8 Dec.

Malone, K., Cutter-Mackenzie, A., Barratt-Hacking, E., & Rousell, D. (2016). ChildhoodNature Theoretical Disruptions.  American Educational Research Association Annual Meeting, Washington DC, USA. 

Rousell, D. (2018). Qualities of Life: What matters to Australian university students in an age of climate change? European Association for Australian Studies biannual conference, University of Barcelona.

Rousell, D. (2017). Only a Child in the Eyes of the Public: Climate change education as creative resistance to the present. Invited seminar presentation, Centre for Education Studies, University of Warwick.