Mindscapes and landscapes: ecocritical readings of “black nature” in Nikki Giovanni’s children’s poetry

Purpose This study critically examines Nikki Giovanni’s children’s poetry, highlighting its often-unrecognized complexity compared to her more extensively analyzed adult works. The analysis seeks to dismantle the intricate barriers surrounding themes of cultural identity, race and history textualized in poetic diction, making them accessible for young readers. Design/methodology/approach Giovanni’s selected works are analyzed through an ecocritical lens to understand the representation of language and landscape in her children’s poetry. This approach helps young readers see nature not just as a backdrop but as an active, integral part of the narrative. Findings This analysis reveals how Nikki Giovanni’s children’s poetry constructs “Black nature” through dual lenses: as physical landscapes embodying ecological realities and as abstract spaces encoding cultural identity. These imaginative constructs serve as powerful mediators between Black heritage and the natural world, offering young readers both cultural affirmation and ethical frameworks for environmental engagement. The study demonstrates how Giovanni’s work provides readers and educators with unique tools to nurture cultural-ecological awareness through children’s literature. Originality/value This research makes three original contributions. First, it recovers Giovanni’s children’s poetry as a significant yet understudied dimension of African–American literature. Second, it develops “Black nature” as an innovative critical framework bridging ecocriticism and cultural studies. Third, it establishes children’s poetry as a vital pedagogical resource in higher education for fostering interconnected cultural, emotional and environmental literacies.