Sustainability education and social inclusion in Nordic early childhood education

Nanna Jordt Jørgensen; Katrine Dahl Madsen; Mia Husted

doi:10.31244/zep.2020.01.05

Sustainability education and social inclusion in Nordic early childhood education

Research output: Contribution to journal › Journal article › Research › peer-review

Abstract

This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability education activities. This, we argue, becomes a barrier for inclusive sustainability education, but it also prevents attention being paid to ambivalent emotions connected with relations to nature that could be a key to developing further the content of early childhood sustainability education.

Original language	English
Journal	Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik
Volume	43
Issue number	1
Pages (from-to)	27-34
Number of pages	8
ISSN	1434-4688
DOIs	https://doi.org/10.31244/zep.2020.01.05
Publication status	Published - 15 Jun 2020

Keywords

children and youth
learning, educational science and teaching

Access to Document

10.31244/zep.2020.01.05

Pædagogik for bæredygtighed
Husted, M. (Principle researcher), Jørgensen, N. J. (Co-researcher), Møller, T. (Co-researcher), Frøkjær, T. (Co-researcher), Damgaard, B. V. (Co-researcher), Bollingberg, K. (Co-researcher), Madsen, K. D. (Principle researcher), Mortensen, H. (Co-researcher), Celinder, D. T. (Co-researcher) & Nielsen, N. (Co-researcher)
01/03/18 → 01/02/21
Project: Development project/ Innovation

Cite this

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title = "Sustainability education and social inclusion in Nordic early childhood education",

abstract = "This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability education activities. This, we argue, becomes a barrier for inclusive sustainability education, but it also prevents attention being paid to ambivalent emotions connected with relations to nature that could be a key to developing further the content of early childhood sustainability education.",

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AB - This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability education activities. This, we argue, becomes a barrier for inclusive sustainability education, but it also prevents attention being paid to ambivalent emotions connected with relations to nature that could be a key to developing further the content of early childhood sustainability education.

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KW - Education for Sustainable Development

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DO - 10.31244/zep.2020.01.05

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Sustainability education and social inclusion in Nordic early childhood education

Abstract

Keywords

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Pædagogik for bæredygtighed

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