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Special Issue "Reimagining Early Childhood Education for Social Sustainability in a Future We Want"
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (1 March 2021) | Viewed by 33966
Special Issue Editors
Interests: early childhood teacher education; early childhood; education for sustainability; science didactics; embodied and emplaced learning
Interests: early childhood education; bildung; play and imagination; narrative inquiry; ecological and dialogical approaches; sustainability
Interests: education for sustainability; early childhood; diversity; belonging and togetherness
Special Issue Information
Early childhood education has a long tradition of supporting children’s participation in play and development of social skills, creativity, and normative relations. A variety of pedagogical practices that support social sustainability have been developed in early childhood education. Terms like belonging, generation, adults responsibilities and children’s agency, imagination, citizenship, bildung, and normative relationality can help establish a more holistic ecological, socially just, and relational way of creating spaces that encourage an ethic of care for fellow humans, other species, and the planet (Wals, 2017). Sustainability research within education has placed a hegemonic weight on environmental education, while cultural and social aspects have not had the same attention (Boldermo & Ødegaard, 2019; Eizenberg & Jabareen, 2017).
Young children have the right to be secure, included, heard, and followed up with in matters of everyday life, according to the UN Convention on the Rights of the Child (United Nations, 1989). As climate change is expected to increase the frequency of natural disasters, the world we share as global citizens is changing. In our time we are thrown into the largest disruption of education ever, due to the COVID-19 pandemic. This leaves researchers, policymakers, parents, and children with a generational opportunity to reimagine education. We have seen that children with disabilities, those in minority or disadvantaged communities, displaced and refugee children and those in remote areas are at highest risk of being affected when a crisis strike. The potential for social exclusion and boundaries due to issues of lack of digital infrastructure, lack of open green places in local neighborhoods, isolation, language barriers, citizenship, and value conflicts is evident and challenges us to address the consequences of a changed world beginning in early years education and care (Boldermo & Ødegaard, 2019; Häggelund & Johansson, 2014; Nutbrown & Clough, 2009; Presthus et al., 2019).
It is time to create a space for research addressing social sustainability for the future we want. The purpose of this Special Issue is to outline how social sustainability can be a thinking tool for new knowledge and understandings that nourish a reimagination of education in a world of trouble. We welcome contributions with entry points such as “belonging”, “generation”, “the role of family”, “the role of local places”, “local and global aspects”, “radical local perspectives” and “explorative and innovative pedagogical ideas and practices”. We aim to elaborate on the development of early childhood educational practices that unite and include children as local and global citizens. Furthermore, we want to explore what practices can enhance children’s belonging in their peer groups, their local places, and local and global communities in a world of trouble.
Social aspects of sustainability include topics such as social justice, citizenship, building of stable social societies, multicultural diversity, and equity. This Special Issue is seeking studies and theoretical perspectives that describe or reimagine pedagogical practices that aim to enhance adults’ responsibilities and children’s belonging and agency in a changing world.
Boldermo, S. & Ødegaard, E. E. (2019). What about the migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability. Sustainability, 11, 459.
Eizenberg, E. & Jabareen, Y. (2017). Social sustainability: A new conceptual framework. Sustainability, 9, 68.
Häggelund, S. & Johansson, E. M. (2014). Belonging, value conflicts and children’s rights in learning for sustainability in early childhood. In J. Davis & S. Elliot (eds.). Research in Early Childhood Education for Sustainability (p. 38-48). Oxon and New York: Routledge.
Heggen, M. P., Sageidet, B. M., Goga, N., Grindheim, L. T., Bergan, V., Krempig, I. W., Utsi, T. Aa. & Lynngård, A. M. (2019). Children as eco-citizens? NORDINA, 15 (4), 387-402.
Nutbrown, C. & Clough, P. (2009). Citizenship and inclusion in the early years: understanding and responding to children’s perspectives on ‘belonging’. Int. J. Early Years Educ., 17(3), 191-206.
United Nations (1989). Convention on the Rights of the Child. Retrieved from https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
Wals, A. E. J. (2017). Sustainability by Default: Co-creating Care and Relationality Through Early Childhood Education. International Journal of Early Childhood, 49(2), 155-164.
Dr. Veronica Bergan
Prof. Dr. and Director Elin Eriksen Ødegaard
Dr. Sidsel Boldermo
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- education for social sustainability
- reimagining early childhood education