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A recent United Nations (2021) report stated that education needs to be concerned with enhancing human relationships with the natural world if we are to work toward building a sustainable future. This paper proposes that educational practices underpinned by an ecological orientation in mid-century Aotearoa offer insights for educators looking to enhance human connection with nature. It also argues that ecological thinking has implications for how research in the history of education might be carried out.

The article responds to recent calls in history of education for researchers to attend to the intertwined ecologies of living and material worlds in research approaches by Maria Tamboukou (2020) and Karin Priem (2022). It conducts a close analysis of a 1952 nature diary, encountered in the national archive, written by a 9-year-old pupil on the West Coast of the South Island. The analysis attends to the human–nature interactions the diary records, and to the resonance of the text in the context of post-war curriculum changes.

Post-war nature study in Aotearoa New Zealand built on an aim to nurture children’s connections with nature and to place. Analysis of an entry from the 1952 nature diary highlights these connections and demonstrates the possibilities for a reframing of human–nature relationships that emerge with an ecological orientation in education. These findings speak to urgent contemporary concerns with environmental sustainability and human–nature relationships.

The paper draws on educational philosophy and theory (Fesmire, 2012; Nicol, 2014) alongside recent conversations in the history of education (Priem, 2022; Grosvenor and Priem, 2022; Tamboukou, 2020) to consider human–nature relationality at the heart of ecological thought. It outlines an approach to archival research that is ecologically oriented, generating openness and receptivity to the material world.

This study explored whether women could “have it all,” both at home and in the workplace. Using neoliberal feminism, mental load theory and intergenerational perspective as theoretical frameworks, this study explored how neoliberal ideologies which emphasized individual agency, economic empowerment and self-responsibility interact with persistent gendered expectations/norms to influence women’s experiences in navigating familial commitments and career aspirations.

Around 140 (N = 140) women living in Australia were recruited to participate in a qualitative, open-ended questionnaire that aimed to explore their: (1) perceptions and (2) expectations about (a) how gender roles evolved for them from youth to adulthood in various contexts, (b) how their family structures and dynamics, such as attitudes toward marriage, caregiving and/or household responsibilities, have changed and (c) what has/have influenced their career aspirations and family choices.

Results revealed a trend of women who worked hard at home and professionally. Unlike women who in the past lived more traditional lives, women in our cohort focused on their career as an important part of their identity and self-fulfillment. However, many women did report heightened mental load, stress and a lack of physical exercise in their daily lives.

This study revealed complex interplay between societal norms, intergenerational influences and the cognitive burdens associated with managing multiple roles. By examining these dynamics and using an integrated theoretical framework, the article aimed to holistically explain the challenges women in Australia encounter as they try to balance familial obligations with career ambitions within changing socioeconomic contexts.