Abstract In this article, we explore new materialist ‘common world’ approaches to early childhood environmental and sustainability education and the ambition of these approaches to challenge social–material and nature–culture dichotomies often taken for granted in Western education systems. Firstly, we point out the socio-cultural inequalities inherent in taken-for-granted approaches to children and nature in Denmark, and argue that attention to children’s relationships with the more-than-human should not overshadow the consideration of social justice agendas; rather, these should be seen as fundamentally linked. Secondly, while we support a greater attention towards children’s experiences of living with other beings in entangled, enmeshed common worlds, we nevertheless argue against completely erasing or overlooking the extent to which these experiences are also intertwined with experiences of being separated from the world. Acknowledging the fundamental ambiguity of simultaneous immersion in, and detachment from, the world, we propose, is of key importance in terms of becoming able to take action for social and ecological sustainability.

中文翻译：

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在风中画树：丹麦难民儿童早期教育中的社会物质模糊性和可持续性政治

摘要 在本文中，我们探索了新的唯物主义“共同世界”幼儿环境和可持续性教育方法，以及这些方法挑战西方教育系统中通常认为理所当然的社会-物质和自然-文化二分法的雄心。首先，我们指出丹麦对儿童和自然的理所当然的方法所固有的社会文化不平等，并认为对儿童与超人关系的关注不应掩盖对社会正义议程的考虑；相反，这些应该被视为有着根本的联系。其次，虽然我们支持更加关注儿童在相互纠缠、相互纠缠的共同世界中与其他生物共同生活的经历，然而，我们反对完全抹去或忽视这些经历在多大程度上与与世界分离的经历交织在一起。我们认为，承认同时沉浸于和脱离世界的基本模糊性对于能够为社会和生态可持续性采取行动至关重要。