Want to read more? (publications)

De Freitas, E., Trafi-Prats, L., Rousell, D. & Hohti, R. (2022). A poetics of opacity: Towards a new ethics of participation in gallery-based art projects with young people. In L. Trafí-Prats., & A. Castro-Varela (Eds.), Visual participatory arts based research in the city: Ontology, aesthetics and ethics. Routledge.

Hohti, R., Rousell, D., MacLure, M., & Chalk, H. L. (2021). Atmospheres of the Anthropocene: Sensing and rerouting dis/inheritances in a university museum with young people. Children’s Geographies, 1–14. https://doi.org/10.1080/14733285.2021.1998369

Hohti, R., Tammi, T., Rautio, P., & Pyyry, N. (2022). Kasvatus antroposeenin aikaan. Kasvatus & Aika, 16(3), 2–8. https://doi.org/10.33350/ka.121514

Hohti, R. & MacLure, M. (2022). Insect-thinking as resistance to education’s human exceptionalism: Relationality and cuts in more-than-human childhoods. Qualitative Inquiry, 28(3–4), 322–332. https://doi.org/10.1177/10778004211059237

Hohti, R., Haapalainen, R., El Harouny, N., Halli, J., Kanko, M., Orenius, M., Ramadani, S., Rinne, S., & Wiikari, L. (2022). Egyptin loiston varjo: Antikoloniaalinen museotyö antroposeenin hetkellä. Kasvatus & Aika, 16(3), 100–123. https://doi.org/10.33350/ka.111726

Hohti, R., & Tammi, T. (2023). Composting storytelling: An approach for critical (multispecies) ethnography. Qualitative Inquiry, 0(0). https://doi.org/10.1177/10778004231176759

Hohti, R. (2023). Antroposeeni ja ulkona opettaminen. Teoksessa A. Kaasinen, & U. Myllyniemi (Toim.), Ulkona opettamisen käsikirja (s. 33–44). PS-kustannus.

Hohti, R. (2024). A review of “Posthuman Research Playspaces: Climate Child Imaginaries”. Australian Journal of Environmental Education, 1–3. https://doi.org/10.1017/aee.2023.41

Kervinen, A., Hohti, R., Rautio, P., Saari, M., Tammi, T., & Aivelo, T. (2024). Ratty places: Unsettling human-centeredness in ecological inquiry with young people. Environmental Education Research, 30 (7), 1129–1146. https://doi.org/10.1080/13504622.2024.2314037

Mehto, V., & Kangas, K. (2023). Dynamic Roles of Materiality in Maker Education. In R. M. Klapwijk, J. Gu, Q. Yang, & M. J. de Vries (Eds.), Maker Education Meets Technology Education: Reflections on Good Practices (pp. 149–164). Brill. https://doi.org/10.1163/9789004681910

Mehto, V. (2024) Learning-by-making in Finnish classrooms : Attuning to active and dynamic roles of materiality. Doctoral dissertation, University of Helsinki, Faculty of Educational Sciences.

Paakkari, A., & Valasmo, V. (2023). Cracks in the Sidewalk: Looking Behind the Seamless Surfaces of Digital Schooling. I Flashpoint Epistemology: Aporias of Complexity in Power, Politics and Methods in Education: Volume 2 (Vol. 2, s. 168–181). Taylor and Francis. https://doi.org/10.4324/9781003461845-11

Rautio, P., Tammi, T., & Hohti, R. (2021). Children after the “animal turn”- Child-animal relations and multispecies inquiry. In N. J. Yelland, L. Peters, N. Fairchild, M., Tesar, & M. S. Pérez (Eds.), The SAGE Handbook of Global Childhoods (pp. 341–352) SAGE.

Rautio, P., Hohti, R., Tammi, T., & Ylirisku, H. (2022). Multiple worlds and strange objects: environmental education research as an additive practice. Australian Journal of Environmental Education, 38(30–4), 2140–226. https://doi.org/10.1017/aee.2022.29

Rautio, P., Tammi, T., Aivelo, T., Hohti, R., Kervinen, A., & Saari, M. (2022). “For whom? By whom?” Critical perspectives of participation in ecological citizen science. Cultural Studies of Science Education, 17(3), 765–793. https://doi.org/10.1007/s11422-021-10099-9

da Rosa Ribeiro, C., Millei, Z., Hohti, R., Kohan, W., Leite, C. D. P., Rudolph, N., Kvale Sørenssen, I., Szymborska, K., Tammi, T., & Tesar, M. (2023). Childhoods and time: A collective exploration. Journal of Childhood Studies, 48(1), 134–148. https://doi.org/10.18357/jcs202320719

Saarela, M., Sintonen, S., & Nordström , A. (2025). Taimet tarhassa?. Kasvatus & Aika, 19(4), 45–59.

Sinquefield-Kangas, R. (2023). Matter(s) of empathy in art education & research (Lectio). Nuorisotutkimus, 41(3), 58–63.

Sinquefield-Kangas, R. (2023). Matter(s) of empathy in art education & research. Doctoral dissertation, University of Helsinki, Faculty of Educational Sciences.

Sinquefield-Kangas, R., Ikonen, E., & Najari, B. (2024). Hair-power performativity: A co-experimental braiding together of speculative fabulation and critical inquiry. Matter: Journal of New Materialist Research, 9, 1–19. https://doi.org/10.1344/jnmr.v9.46929

Tammi, T. & Hohti, R. (2023) Kolme pientä hiirtä – nuoret ihmiset ja muut eläimet kaveruuden, vipellyksen ja väkivallan sommitelmissa. Teoksessa P. Suvilehto, P. Rautio & V-M, Värri (toim.), Nuorten luonto eläimineen. Nuorisotutkimusseura.

Tammi, T., Hohti, R., & Rautio, P. (2023). From child–animal relations to multispecies assemblages and other-than-human childhoods. Barn–forskning om barn og barndom i Norden, 41(2–3).

Tammi, T., Hohti, R., & Saari, M. (2024). Imagination switch – Friction and thick time in speculative worldmaking. Educational Philosophy and Theory, 1-14.

Ylirisku, H. (2022). Tiheikön kanssa: Yhteisen ajattelun tunnustelua. Kasvatus & Aika, 16(3), 163–171. https://doi.org/10.33350/ka.111743

Ylirisku, H. & Slotte Dufva, T. (2023). “You really are a thing!”: Queering relations with the more-than-human world. In B. C. Fredriksen & P. I. Haukeland (Eds.), Crafting relationships with nature through creative practice (pp. 176–194). Scandinavian University Press. https://doi.org/10.18261/9788215069197-23-10

Ylirisku, H., Hohti, R., Mehto, V., & Sinquefield-Kangas, R. (2024). Entangling with the landscape: A methodological walking art experiment. Environmental Education Research, 1–17. https://doi.org/10.1080/13504622.2024.2370993