Building a Sustainable Future through International ECE Partnership Programmes

Autor/inn/en	Birkeland, Åsta; Li, Minyi
Titel	Building a Sustainable Future through International ECE Partnership Programmes
Quelle	In: ECNU Review of Education, 2 (2019) 4, S.458-474 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531119893480
Schlagwörter	Sustainable Development; Futures (of Society); Partnerships in Education; Kindergarten; Graduate Students; Principals; Change Agents; Foreign Countries; Environmental Education; Program Descriptions; International Cooperation; Phenomenology; Teacher Attitudes; Administrator Attitudes; Ethics; Global Approach; Transformative Learning; Norway; China (Beijing) + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Future; Society; Zukunft; Hochschulpartnerschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Principal; Schulleiter; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Internationale Kooperation; Internationale Zusammenarbeit; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Ethik; Globales Denken; Pädagogische Transformation; Norwegen
Abstract	Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens' participation in international partnership programmes as compelling vehicles for promoting "early childhood education for sustainability" (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers' and principals' experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers' and principals' reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote "glocality" in ECEfS (i.e., local situatedness with global awareness). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01