Transnational Dialogues for Sustainability Research in Early Childhood Education: A Model for Building Capacity for ESD in Universities?

Emery, Sherridan; Davis, Julie M.; Sageidet, Barbara Maria; Hirst, Nicky; Boyd, Diane; Browder, Jamison K.

doi:10.1007/978-3-319-47889-0_11

Cited by 7 publications

(5 citation statements)

References 8 publications

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“…The editors highlighted the dominance of submitted chapters around curriculum and pedagogy, viewed as a reflection of the strongly practitioner-led field in ECEfS research and advocacy. This emergent publication base has been strengthened by the international meetings of Transnational Dialogues in ECEfS research which have occurred on four occasions since 2010 (Emery et al 2017). These international gatherings have forged research and publication collaborations and promoted dialogues at many levels across diverse contexts.…”

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confidence: 99%

Special Issue: Contemporary Research on Early Childhood Education for Sustainability

Ärlemalm‐Hagsér

Elliott

2017

IJEC

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The first IJEC special issue on early childhood education for sustainability (ECEfS) was published in 2009. It included an article ) about the UN set of recommendations adopted for education for sustainable development (ESD) in early childhood education, which are also titled The Gothenburg Recommendations. The 2009 special issue also included papers with themes on citizenship, globalisation, diversity, cultural relevance, policy and pedagogy, but only a few were informed by empirical research. In the editorial for the 2009 special issue, John Siraj-Blatchford (2009) noted that these papers focused on interrogating dominant economic and political thinking, promoting the three pillars of sustainability, and investigating the challenges of globalisation. Almost a decade later as global climate change has become a cause for mitigation rather than prevention, it appears more than timely for us, as guest editors, to revisit ECEfS. Our intent in this editorial is to critically reassess the journey travelled so far and propose avenues for further exploration.We are driven by a firm belief that in early childhood education, we have an ethical responsibility to care and to act for sustainable futures for all, irrespective of the troubling political landscapes that thwart our calls for quantum global changes. In a recent compilation of articles about children and climate change, Currie and Deschenes (2016) make it patently clear that today's children will bear the brunt of climate change for years to come, their well-being and development will be negatively impacted, and global inequities for children will be exacerbated. Further, the current seventeen UN Sustainable Development Goals (SDGs) (2016) & Eva Ä rlemalm-Hagsér

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confidence: 99%

Special Issue: Contemporary Research on Early Childhood Education for Sustainability

Ärlemalm‐Hagsér

Elliott

2017

IJEC

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“…Part of the centre's ongoing learning programme involved young children in a project where they learnt about the connections between habitat change and the breeding patterns of a nearby fairy penguin colony (Emery et al, 2017). This initial "breeding box project" will be briefly explained, before outlining the second phase of the webs of interconnectedness project which involved a shorebird breeding awareness campaign.…”

Section: Contextmentioning

confidence: 99%

“…Linda continued the connection with the marine theme through an evolving display in the centre created by the children's marine focused art works. (For more information about the breeding box programme please refer to Emery et al (2017)).…”

Section: Ecefs Initiatives and Findings Phase One: The Breeding Box Pmentioning

confidence: 99%

“…The "webs of interconnectedness" lens (Emery et al, 2017;Inoue, 2014) considers the ecological interactions and interrelations of humans and nature. It possesses a holistic and interdisciplinary orientation, and has been adopted by early childhood teachers in diverse cultural settings (Emery et al, 2017;Inoue, 2014). In the case studies reported here, young children were involved in ongoing conversations and practices they signalled interest in being part of.…”

Section: Webs Of Interconnectednessmentioning

confidence: 99%

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Watery Webs of Interconnectedness: Waterways as Pedagogical Sites / Vodne mreže međusobne povezanosti: plovni putevi kao mjesta učenja i poučavanja

Hirst

Boyd

Browder

et al. 2019

Croatian Journal of Education

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Despite the ever-growing body of knowledge about human impacts on river and coastal ecosystems, and the need to work towards sustainable futures, young children's participation in environmental action initiatives in aquatic habitats remains low. This signifies an urgency for educators to support young children's relationship with freshwater and marine environments, so they can acquire the skills and dispositions to become "agents for change" for the environment. Guided by Deleuzian ideas of being and becoming, and ecologies of knowledges, this paper considers three exploratory case studies from England, the United States and Australia that investigated early childhood teachers' practices of using waterways as pedagogical sites. Data were collected through ethnographic methods of observations and interviews. Findings revealed that early childhood teachers viewed such habitats as spaces where action initiatives for sustainability can be conceived and incorporated as "webs of interconnectedness" into the curriculum. We conclude this study has the potential to expand understandings of under-utilized pedagogical spaces, such as natural water and marine habitats, where adults and children have permission to learn together to cultivate a more intimate relationship with the earth.

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“…Sin embargo, para institucionalizar la educación, estos programas deben incluir un componente institucional (por ejemplo, un rectorado, un ministerio de educación, una oficina regional de educación o una red de instituciones). Aquí es donde el marco de la CEPE sería más importante (Emery et al, 2017).…”

Section: Introductionunclassified

Identificar la adaptación cultural comunicativa digital en la educación superior

Tapia

Ortiz

2023

CCD

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Introducción: el uso de las tecnologías de la información y de la comunicación (TIC) como herramientas que han permitido desarrollar el proceso de enseñanza aprendizaje en la educación, facilitando tanto al docente como al alumnado un camino real para todas las formas de información, comunicación electrónica o no electrónica instantánea, automatización de procesos y almacenamiento de una variedad de datos. Debido a la importancia de que estas tecnologías se utilicen de manera efectiva en el aula, el maestro juega un papel crucial en su conocimiento y uso. Sin embargo, los docentes de hoy son ineficaces en su comprensión de los beneficios potenciales del uso de las TIC en los procesos de formación de los estudiantes, lo que se evidencia en la calidad educativa. Objetivo: impulsar un cambio en la mentalidad, crear espacios colaborativos y abrir nuevas posibilidades para cambiar el carácter de la escuela hacia una educación más digitalizada. Conclusiones: el proceso educativo de los estudiantes mediante el análisis de las tecnologías de la información y la comunicación, como un método de investigación interdisciplinario con un enfoque multicultural, fortalece el proceso de enseñanza aprendizaje.

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Transnational Dialogues for Sustainability Research in Early Childhood Education: A Model for Building Capacity for ESD in Universities?

Cited by 7 publications

References 8 publications

Special Issue: Contemporary Research on Early Childhood Education for Sustainability

Special Issue: Contemporary Research on Early Childhood Education for Sustainability

Watery Webs of Interconnectedness: Waterways as Pedagogical Sites / Vodne mreže međusobne povezanosti: plovni putevi kao mjesta učenja i poučavanja

Identificar la adaptación cultural comunicativa digital en la educación superior

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