Urgency, Equity, and Agency: An Assemblage of Global Concerns and Interests in Early Childhood Education for Sustainability
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| Title: | Urgency, Equity, and Agency: An Assemblage of Global Concerns and Interests in Early Childhood Education for Sustainability |
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| Language: | English |
| Authors: | Dean, Steph N., Elliott, Sue |
| Source: | International Journal of Early Childhood Environmental Education. Spr 2022 9(2):56-68. |
| Availability: | North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | 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 |
| Geographic Terms: | Europe, North America |
| ISSN: | 2331-0464 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350521 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2331-0464 |
