An argument for using the Earth Charter Principles as ideological framing in award winning children’s literature

Auld, Glenn; O’Mara, Joanne; White, Peta

doi:10.1007/bf03652083

Cited by 3 publications

(5 citation statements)

References 8 publications

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“…The Earth Charter proposes a framework of responsibility for "a sustainable global society founded on respect for nature, universal human rights, economic justice and a culture of peace" (Earth Charter International, 2000-2020. In earlier work, Auld et al (2021) revisited the importance of ideological representations in children's literature using the Earth Charter as a foundation. We considered an award-winning text and found some challenges in the ideological framing.…”

Section: Approach One: Using the Earth Charter To Consider A Children...mentioning

confidence: 99%

“…In this communication, we will take the adaption we made of McCallum and Stephens’ (2011) ideological framing of children’s literature (Auld et al, 2021) to analyse the text, One Potoroo . We developed a series of four possible questions that can be used to determine quality in children’s literature.…”

Section: Approach One: Using the Earth Charter To Consider A Children...mentioning

confidence: 99%

“…This aspect of timelessness and universality is often part of the criteria for awards in children’s literature. The concept of “standing the test of time” lends itself to exploring the ideological underpinnings of the text, as when these are not aligned with societal norms or expectations then the text is either no longer as relevant or may become offensive and dislocated from the society’s aspirations for childhood (Auld et al, 2021). Futures learning for children can be mediated through the ideologies in children’s literature about sustainability.…”

Section: Introducing One Potoroo: a Story Of Survivalmentioning

confidence: 99%

“…It introduces the ways in which two different frameworks might be used to analyse children's literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al, 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children's literature (White et al, 2020).…”

mentioning

confidence: 99%

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Urgency through education: Futures learning through children’s literature

Auld

O’Mara

White

2023

Aust. J. environ. educ.

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The purpose of this communication is to explore possibilities for children’s literature to enable futures learning. It introduces the ways in which two different frameworks might be used to analyse children’s literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al., 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children’s literature (White et al., 2020). The communication starts by introducing a text – a recent example of ‘awarded’ and therefore high-quality children’s literature. We then outline the two frameworks and explore the possibilities of applying these frames for analysing this text. We conclude that the sustainability frameworks are useful tools and resources for analysing children’s literature to determine the quality of the text and how the experience of reading the text may impact children, their learning and their environmental consciousness and practices.

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Section: Approach One: Using the Earth Charter To Consider A Children...mentioning

confidence: 99%

Section: Approach One: Using the Earth Charter To Consider A Children...mentioning

confidence: 99%

Section: Introducing One Potoroo: a Story Of Survivalmentioning

confidence: 99%

mentioning

confidence: 99%

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Urgency through education: Futures learning through children’s literature

Auld

O’Mara

White

2023

Aust. J. environ. educ.

Self Cite

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“…A similar dominance is found in the research literature, where sustainability concepts are predominantly connected through HASS, Science, PDHPE and the Arts, undertaken in later primary schooling (Auld et al, 2021;Magntorn & Helldén, 2006). Limited research investigating approaches for developing students' nature connections and dispositions when developing young learners' phonemic and phonological skills exists.…”

Section: Coming Out the Other Side Of Recoverymentioning

confidence: 64%

Nature immersions: teaching reading through a real-world curriculum

Bates

2023

Aust. J. environ. educ.

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Debates about teaching reading have long been a part of educational vernacular, frequently reduced to polarised views about phonics. This attention can unnecessarily divert from the cumulative skills required for learning to read and comprehensive research, which indicates the positive influence of systematic phonics instruction on students’ reading outcomes. Australian education has recently moved beyond these reading wars to include explicit phonics instruction in a reformed national English Curriculum. This provides an opportune time to engage preservice teachers entering the workforce with strategies that explicitly teach these skills while nurturing young people’s ecological consciousness through positive nature connections. With this focus in mind, a participatory action research project involving preservice teachers was undertaken, from which an Eco-Conceptual Framework ensued. The project put immersive activities in place, promoting transdisciplinary ways to develop learners’ connections with nature using images collected from participants’ real world when learning to read. Results indicate that action research energised preservice teachers’ perceived knowledge, self-efficacy about teaching early reading utilising place and skills in designing visual resources. It brings attention to the critical influence of preservice teachers’ dispositions and preferred natural spaces on what images are collected and offered when designing early reading activities utilising the natural world.

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Storying the earth: decolonising literacy education through the pedagogical imagination

McKnight

2023

AJLL

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This article engages speculatively with Rachel Tonkin’s award-winning work of children’s literary non-fiction Leaf litter: Exploring the mysteries of a hidden world as a potential text for study in the primary or secondary literacy/English classroom. It considers the affordances and issues that may accompany teaching this text, and the pedagogical moves that might make it useful in contemporary times and in pursuit of racial and planetary justice. This work foregrounds the role of the pedagogical imagination in curriculum design, in anticipating how teachers, students and texts perform in the classroom. A more inclusive pedagogical imagination might be pursued, not through reliance on white, Western epistemologies, but through a First Nations First dialogic approach that recognises the intimate entanglements of human and other bodies and matter. This also includes identifying the ubiquity of the white “we”, a coercive pronoun that literacy classrooms can challenge.

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An argument for using the Earth Charter Principles as ideological framing in award winning children’s literature

Cited by 3 publications

References 8 publications

Urgency through education: Futures learning through children’s literature

Urgency through education: Futures learning through children’s literature

Nature immersions: teaching reading through a real-world curriculum

Storying the earth: decolonising literacy education through the pedagogical imagination

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