Rushton, Elizabeth; Dunlop, Lynda; (2022) Reflections on manifesto-making in the context of education for environmental sustainability. BERA Research Intelligence , 150 pp. 24-25.

Preview

Text Rushton_AuthorAcceptedCopy_BERA_RI_T8 RushtonDunlop_Feb2022.pdf Download (157kB) | Preview

Abstract

Young people are frequently at the forefront of calls for action and change in the context of education for environmental sustainability (EfES), as demonstrated by campaigns such as Teach the Future (n.d.) and campaigners such as Greta Thunberg and Vanessa Nakate (UN, 2020), who have repeatedly urged political leaders to ‘wake up’ to the interrelated crises of climate change, poverty and violence. Researchers have underlined the need for educational approaches that empower youth: Glackin and King (2020) have shown that young people need to learn for as well as about and in the environment, and Mackey (2012) argues that youth need to decide and act not just know about the environment. While there are frequent calls to listen and learn from youth perspectives (Nolas, 2021) and to focus on experiences beyond the Global North (Walker 2020a, 2020b) there are infrequent examples of intergenerational conversations about environmental sustainability and the role of education. Such intergenerational conversations afford opportunities to reach back and towards generations known and unknown and to explore the spatial, social and temporal dimensions of EfES.

Download activity - last month

Export as JSONCSVXML

Download activity - last 12 months

Export as JSONXMLCSV

Downloads by country - last 12 months

Export as XMLCSVJSON

Archive Staff Only

View Item