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ERIC Number: EJ1350555
Record Type: Journal
Publication Date: 2022-Oct
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-1926
EISSN: EISSN-1469-3518
Teacher and Youth Priorities for Education for Environmental Sustainability: A Co-Created Manifesto
Dunlop, Lynda; Rushton, Elizabeth A. C.; Atkinson, Lucy; Ayre, Jacquie; Bullivant, Andrea; Essex, Jane; Price, Laura; Smith, Amanda; Summer, Maisy; Stubbs, Joshua E.; Diepen, Maria Turkenburg-van; Wood, Lucy
British Educational Research Journal, v48 n5 p952-973 Oct 2022
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto-making to identify young people's (aged 16-18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educational priorities at the levels of classroom, school, community and policy, based on consensus between teacher and youth perspectives. Whilst consensus-seeking comes with a risk of favouring 'soft' actions which reinforce unsustainable practices and systems, the process of identifying more desirable futures and immediate barriers that must be negotiated to reach them has the potential to create spaces for more critical pedagogies and practices. There is a need for policy makers and school leaders to recognise the interests of teachers and young people to enable greater participation in decision making at different scales, and to ensure that those with the greatest capacity bear their burden of responsibility for education for environmental sustainability.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A