Urgency, Equity, and Agency: An Assemblage of Global Concerns and Interests in Early Childhood Education for Sustainability

Autor/inn/en	Dean, Steph N.; Elliott, Sue
Titel	Urgency, Equity, and Agency: An Assemblage of Global Concerns and Interests in Early Childhood Education for Sustainability
Quelle	In: International Journal of Early Childhood Environmental Education, 9 (2022) 2, S.56-68 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Early Childhood Education; Sustainability; Sustainable Development; Equal Education; Educational Change; Global Approach; Student Centered Learning; Environmental Education; Educational Policy; Childrens Attitudes; Multiple Literacies; World Views; Foreign Countries; Participative Decision Making; Europe; North America + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Nachhaltigkeit; Nachhaltige Entwicklung; Bildungsreform; Globales Denken; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Politics of education; Bildungspolitik; World view; Weltanschauung; Ausland; Europa; Nordamerika
Abstract	Global environmental changes and substantial social justice issues are impacting all, raising significant concerns for the Earth's future. There is a need for equitable education as an avenue towards addressing these sustainability challenges. This qualitative content analysis study examined a representation of the concerns and interests of professionals involved in early childhood education for sustainability (ECEfS). We analyzed a conference document collated for the Transnational Dialogues in Early Childhood Education for Sustainability Research (TND) that included contributions from 60 educators and researchers from nineteen different countries. Three significant global and interrelated ECEfS themes emerged from the data: urgency, equity, and agency. The data indicate an urgent need for change as well as a much-needed push for equity alongside stakeholder concerns and interests in the role of children's agency. There was evidence of an inherent tension between child-centered and more teacher-centered pedagogies to achieve specific education for sustainability (EfS) goals. The findings have implications for applied EfS practices, co-operative research, and future investigations on a global scale. (As Provided).
Anmerkungen	North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01