Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

Eriksen, Kristin Gregers

doi:10.2478/jtes-2013-0007

Cited by 26 publications

(29 citation statements)

References 18 publications

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“…Another important finding worth noting is that the issue of children's agency was recurring in many of the articles, and children as agents for change and the need to listen to children's voices was described both in relation to environmental aspects as well as social aspects of sustainability [47][48][49][50][51][52][53][54][55][56][57][58].…”

Section: Research In Education For Sustainability Between 2013 and 20mentioning

confidence: 99%

“…A holistic perspective in Education for Sustainability was more or less applied in an overwhelming majority of the articles (36 of 41). At least three interdependent dimensions-environmental, economic, and social-were described in almost all of the articles, implicitly or explicitly, and, while some of them mainly related their research, findings, and discussions to the environmental dimension [59,60], a large proportion of the articles explicitly supported a socially critical and holistic informed perspective on Education for Sustainability [21,40,[48][49][50][51][52]54,56,57,[61][62][63][64][65][66].…”

Section: Application Of a Holistic Perspective In Education For Sustamentioning

confidence: 99%

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What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

Boldermo

Ødegaard

2019

Sustainability

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This study aimed to investigate research articles that relate to education for sustainability, primarily in early childhood, in order to describe to what extent a holistic perspective on education for sustainability has been applied, and how the social dimension is conceptualized. The review comprised research articles in Nordic Journals of Education, International Journals of Early Childhood Education, and International Journals of Education/Environmental/Sustainability education. The findings disclosed that researchers within the field of education for sustainability acknowledged, to a large extent, environmental, economic, and social aspects, and thus applied a holistic perspective. This review shows, however, that even if the social dimension were conceptualized as strongly related to topics such as social justice, citizenship, and the building of stable societies, few articles have investigated diversity, multicultural perspectives, or migrant children's situations in the context of early childhood education for sustainability. This review discloses that the concept of belonging is rarely used in connection to migrants and refugees in research on early childhood education for sustainability. A further argument encourages the inclusion of these aspects in further research which claims social sustainability.

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Section: Research In Education For Sustainability Between 2013 and 20mentioning

confidence: 99%

Section: Application Of a Holistic Perspective In Education For Sustamentioning

confidence: 99%

What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

Boldermo

Ødegaard

2019

Sustainability

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“…The divide between anthropocentric/non-anthropocentric approaches was used in articles by SalÓte, Ged˛˚ne and Ged˛˚ne (2009), Kostoulas-Makrakis (2010), Ged˛˚ne and Ged˛˚ne (2011), and Buttigieg and Pace (2013) ñ these authors used this divide mainly to evaluate the views of research participants. The critique of anthropocentrism was oriented mostly toward normative definitions and approaches in the field of sustainability (Bentham, 2013;Cutanda & Murga-Menoyo, 2014;Eriksen, 2013;Mandolini, 2007;Pipere & MiËule, 2014;Smith, 2011).…”

Section: Research Paradigms (Jtefs 2005ñ2014)mentioning

confidence: 99%

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Pipere

Veisson

Salīte

2015

Journal of Teacher Education for Sustainability

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This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.To achieve its goals, research in any discipline needs to be disseminated both locally and globally, and for novel fields of study, the establishment of academic periodicals designates a certain maturity and illustrates striving towards academic quality and recognition. This extensive paper is the first attempt to focus on research in the field of teacher education (TE) for sustainability through the publications of the Journal of Teacher Education for Sustainability from 2005 to 2014. This period coincides with the UN Decade of Education for Sustainable Development (DESD); therefore, framing the research development in TE in line with local and global needs and contexts.

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“…Reviews by Agut et al (2014) has pointed out that sustainability disclosure rules must be in a complete and clear disclosure of the knowledge and hands-on practice of conservation activities in the study of pre-school students is requirement. Studies also mention that teacher have the important role about sustainability (Eriksen, 2013;Eva 2013;Samuelsson and Kaga, 2010). Focus on improving behavior among students will provide a positive impact (Edwards & Moore, 2012) and the positive impact of these behaviors can be practiced outside of the school especially with family members (Bates and Tregenza, 2007;Braithwaite, 2014).…”

Section: Psu-usm-nstru 2014mentioning

confidence: 99%

3R Practices Among Moe Preschool Pupils through the Environmental Education Curriculum

Mahat

Yusri

Ngah

2016

SHS Web of Conferences

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Education is the key to increasing the knowledge and awareness of the general public on environmental issues at early ages, as envisaged in the concept of sustainable development. Hence, this study aims to discuss the sustainability practices among children at a Ministry of Education (MOE) pre-school as a result of the implementation of environmental education through a formal curriculum. Sustainability practices of pupils in this study involves the concept of Reduce, Reuse and Recycle. Survey methods were used, which involved 500 pupils in MOE preschools in Hulu Langat district, Selangor Malaysia. Results showed that pre-school pupils practice the 3Rs only at a moderate level while the level of knowledge of sustainability was at a high level. The results also showed that there was no significant relationship between prolonged knowledge in practicing the 3Rs among pre-school students. Obviously the input given by the teacher in teaching and learning science was not aligned with sustainability activities such as the 3Rs. Space conservation practices using a structured curriculum platform should be utilised in order to produce citizens who are aware of sustainable development.

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Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

Abstract: With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD)

Cited by 26 publications

References 18 publications

What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

3R Practices Among Moe Preschool Pupils through the Environmental Education Curriculum

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