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Reimagining Early Childhood Education for Social Sustainability in a Future We Want

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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 46874

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Special Issue Editors

Dr. Veronica Bergan

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Guest Editor

Department of Education, UiT the Arctic University of Norway, N-9037 Tromsø, Norway
Interests: teacher education; indigenous perspectives; outdoor education; sustainability; interdisciplinary teaching
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. and Director Elin Eriksen Ødegaard

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Guest Editor

KINDknow—Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures, Faculty of Teacher Education, Arts and Sports, Western Norway University of Applied Sciences, 5063 Bergen, Norway
Interests: early childhood education; bildung; play and imagination; narrative inquiry; ecological and dialogical approaches; sustainability

Dr. Sidsel Boldermo

E-Mail Website
Guest Editor

Faculty of Humanities, Social Sciences and Education, UiT The Arctic University of Norway, 9037 Tromsø, Norway
Interests: education for sustainability; early childhood; diversity; belonging and togetherness

Special Issue Information

Dear colleagues,

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.

References:

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
Guest Editors

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Keywords

education for social sustainability
belonging
generation
reimagining early childhood education
relationality

Published Papers (13 papers)

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Research

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15 pages, 2735 KiB

Open AccessArticle

Discarded Identities/Inspiring Just Sustainability with Reuse Persona Dolls

by Michelle Domingues

Sustainability 2021, 13(15), 8623; https://doi.org/10.3390/su13158623 - 2 Aug 2021

Cited by 3 | Viewed by 2287

Abstract

The author identifies as a mixed-race Chicana teacher/educator, bridging ecology, culture, and learning situated within an early learning center on a university campus. This inquiry integrates Gloria Anzaldúa’s autohistoria teoría/autobiographical theory and documents (1) the social construction of a gender-fluid persona doll named “Logan” during a focus group with REMIDA Reggio-inspired educators, (2) a (dis)rupture that took place after engaging the persona doll to introduce the term “transgender” during a preschool circle time, and (3) lessons learned to move early childhood education for social sustainability forward. During this disrupture in our learning community, the question of whether or not to discard Logan’s (gender non-binary) identity emerged. Logan’s story is one of curricular innovation in the examination of topics and concepts of ecological sustainability, equity-based pedagogy, and creative reuse through the construction and use of persona dolls. The dolls themselves are created from reuse materials, and they adopt personas and social backgrounds reflecting awareness of ecological and social injustice while co-developing ideas of actions for equity with the input of children. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

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10 pages, 223 KiB

Open AccessArticle

Becoming Child and Sustainability—The Kindergarten Teacher as Agency Mobiliser for Sustainability Through Keeping the Concept of the Child in Play

by Anita Tvedt Crisostomo and Anne B. Reinertsen

Sustainability 2021, 13(10), 5588; https://doi.org/10.3390/su13105588 - 17 May 2021

Viewed by 2763

Abstract

In this article, we seek to theorize the role of the kindergarten teacher as an agency mobiliser for sustainability through keeping the concept of the child in play, ultimately envisioning the child as a knowledgeable and connectable collective. This implies a non-dialectical politics of multiplicity ready to support and join a creative pluralism of educational organization and teacher roles for sustainability. Comprising friction zones between actual and virtual multiplicities that replace discursive productions of educational policies with enfoldedness, relations between bodies and becomings. This changes the power, position and function of language in and for agency and change. Not through making the child a constructivist change-agent through language but through opening up the possibilities for teachers to explore relations between language and matter, nature and culture and what might be produced collectively and individually. We go via the concepts of agencement expanding on the concept of agency, and conceptual personae directing the becoming of the kindergarten teacher. Both concepts informed by the transformational pragmatics of Gilles Deleuze (1925–1995) and Félix Guattari (1930–1992). The overarching contribution of this article is therefore political and pragmatic and concerns the constitution of subjectivity and transformative citizenships for sustainability in inter- and intra-generational perspectives. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

13 pages, 226 KiB

Open AccessArticle

Fostering Cultural Sustainability in Early Childhood Education through a Neighbourhood Project

by Aihua Hu and Siv Ødemotland

Sustainability 2021, 13(9), 5203; https://doi.org/10.3390/su13095203 - 6 May 2021

Cited by 2 | Viewed by 2690

Abstract

Culture is the life blood of a society, which influences people’s worldviews, values, and behaviours. Research has confirmed that children’s participation in culture helps develop thinking skills, builds self-esteem, and improves resilience. This paper aims to explore how a purposely designed project can foster cultural sustainability through a case study of a neighbourhood project conducted in Chinese and Norwegian kindergartens. A qualitative research methodology is utilised. Major data sources are an overall project plan prepared by one of the Norwegian university researchers, project descriptions and PowerPoint presentations from the kindergartens, as well as workshop notes taken by one researcher during the workshop, complemented and triangulated by the follow-up reflective narratives from three kindergartens. Qualitative content analysis and comparative analysis are used to analyse the collected data. Findings have indicated that kindergartens hold similar views on culture and cultural stainability. Though the actual activities are diverse and implemented in different ways, the goal of fostering cultural sustainability is achieved in all participating kindergartens. Children not only have gained knowledge of their neighbourhood and problem solving and social skills but also have developed sense of belonging and emotional link with their local culture through the active participation. More importantly, this study has indicated that purposely designed projects/activities can promote early childhood education for sustainability and quality of early childhood education. It is thus recommended cultivating student teachers’ and kindergarten teachers’ competence to design projects/activities integrating different dimensions of sustainability in early childhood teacher education Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

18 pages, 282 KiB

Open AccessArticle

Reimagining “Collaborative Exploration”—A Signature Pedagogy for Sustainability in Early Childhood Education and Care

by Elin Eriksen Ødegaard

Sustainability 2021, 13(9), 5139; https://doi.org/10.3390/su13095139 - 4 May 2021

Cited by 9 | Viewed by 4859

Abstract

The purpose of this article is to identify the components and features of a signature pedagogy for sustainability in early childhood education and care to respond to the call for tradition and innovation in early childhood education. Collaborative exploration is proposed as a pedagogical strategy, a relevant mode of action for sustainable practice. This is a conceptual article that recalls the origins of early childhood pedagogy and uses an exemplary empirical narrative from a recent study to illustrate collaborative exploration in an early childhood educational setting. The outlining of the key features of collaborative exploration is furthermore inspired by dialogism. This article provides an argument against mainstream understandings of pedagogical strategies for early childhood education, which are often based on instrumental program approaches, emphasizing the transmission of information in a traditional classroom setting. It is argued that practices of collaborative exploration are embodied in a way that is aligned with the tradition of child-centered early years pedagogy. Moreover, they are crucial to ensuring that all participating children are given responsive support to become members of ecologically, socially and culturally sustainable educational practices, strengthening children’s resilience and agency and inclusive education. The article’s value lies in its potential to support teachers’ thinking and practice in recognizing and articulating collaborative exploration as a signature pedagogy. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

20 pages, 503 KiB

Open AccessArticle

Unfreezing the Discursive Hegemonies Underpinning Current Versions of “Social Sustainability” in ECE Policies in Anglo–Celtic, Nordic and Continental Contexts

by Alicja R. Sadownik, Yvonne Bakken, Josephine Gabi, Adrijana Višnjić-Jevtić and Jennifer Koutoulas

Sustainability 2021, 13(9), 4758; https://doi.org/10.3390/su13094758 - 23 Apr 2021

Cited by 2 | Viewed by 2486

Abstract

Social sustainability is linked to finding new ways of living together and strengthening social capital and participation, as well as to social justice and equity in societies, and it is becoming increasingly important for diverse multicultural societies. In this article, we trace understandings of social sustainability as established in Early Childhood Education (ECE) policy documents by following the chains of meaning connected to sense of belonging, local place and cultural diversity and through ECE collaboration with children’s parents/caregivers. Critical discourse analysis has been applied to trace the chains of meaning attached to these concepts in ECE steering documents in Australia, Croatia, Denmark, Norway, Poland, Serbia, Slovenia, Sweden and the UK (England, Scotland, Wales and Northern Ireland). Such analysis shows different ways in which the ECE polices indirectly work with social sustainability, as well as create critical distance from the sets of meanings established in each country (by proving a chain of meaning established in the policy documents of another country). In conclusion, we do not advocate in favour of any of the chains of meaning but argue for continual reflection and reflexivity, and we see research to be a particularly significant arena in which to unfreeze the taken for granted and sustainable notion. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

9 pages, 237 KiB

Open AccessArticle

(Re)imagining Entangled Sustainability: A Human and Nonhuman Theorisation of Belonging to Safeguard Sustainability’s Holism

by Alicja R. Sadownik and Josephine Gabi

Sustainability 2021, 13(9), 4714; https://doi.org/10.3390/su13094714 - 23 Apr 2021

Cited by 6 | Viewed by 2473

Abstract

After years of research and theorisation connected to education for sustainable development, the holistic core of sustainability seems to have disappeared within the frames of the social, environmental and economic pillars. This article suggests a post-humanism inspired understanding of a sense of belonging. Even though the phenomenon of belonging is ascribed to social sustainability, the post-human theoretical toolkit challenges the humanism-based understanding of a sense of belonging as a human-related phenomenon. Using Deleuze and Guattari’s rhizome and affect concepts and Barad’s concept of intra-action, we show the connections between the human and nonhuman elements constituting each other in our world. We conclude with the implications that using post-human language (to understand belonging) may have for policy, Early Childhood Education and care (ECEC) practice and theory. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

15 pages, 295 KiB

Open AccessArticle

I Want to Participate—Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education

by Veronica Bergan, Inger Wallem Krempig, Tove Aagnes Utsi and Kari Wallem Bøe

Sustainability 2021, 13(8), 4368; https://doi.org/10.3390/su13084368 - 14 Apr 2021

Cited by 9 | Viewed by 4010

Abstract

Learning and development in early childhood is highly dependent on social interaction and exploration through continuous encounters with the real world. Foraging and gardening are outdoor pedagogical practices that have relevance to education for sustainability. Previous work suggests that engagement in such activities can be characterized by the concept “community of practice” (CoP). In this paper, we explore how characteristics of the CoP can be recognized in foraging and gardening projects performed in the Arctic region of Norway, and we discuss how these activities can contribute to social and cultural aspects of sustainability. Data collection included focus group interviews with kindergarten staff (teachers and assistants) and videos taken of foraging and gardening activities with the children. Our data indicate that the hallmarks of CoP, domain, community, and practice, are strongly recognized in these projects through increased interest, social interaction, and agency for learning. This mutual engagement and participation in the CoPs for foraging and gardening connect both staff and children to local food heritage and culture for a sustainable future. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

18 pages, 291 KiB

Open AccessArticle

Social Sustainable Education in a Refugee Camp

by Marit Heldal, Trond Løge Hagen, Ingvild Olsen Olaussen and Gry Mette D. Haugen

Sustainability 2021, 13(7), 3925; https://doi.org/10.3390/su13073925 - 1 Apr 2021

Cited by 3 | Viewed by 4787

Abstract

The main objective of this article is to discuss how an Early Childhood Education and Care (ECEC) institution in a refugee camp can promote social sustainable education. By giving empirical examples of innovative pedagogical ideas and practices inside a Greek ECEC institution, this article argues that concepts of formation are ways to promote social sustainable education. The article draws on data from an ECEC institution in which both the children living in a refugee camp and Greek children are located together. With nature as a neutral cultural mediator, serving as a pedagogical framework, children can make new experiences based on participation, equality and mutual respect. Data were produced through field observations, semi-structured interviews and one group interview from March 2019 until September 2019. The empirical data reveal three dimensions that we suggest work as markers for social sustainable pedagogical practice: the importance of nature and play as a facilitator for children’s activities; the importance of participation and equality; and the importance of commitment to the community. The findings are discussed in relation with theoretical concepts of formation, with a particular focus on children as active agents and the value of experiences, and the importance of highly qualified educators. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

17 pages, 620 KiB

Open AccessArticle

Social Sustainability through Children’s Expressions of Belonging in Peer Communities

by Eva Johansson and Yngve Rosell

Sustainability 2021, 13(7), 3839; https://doi.org/10.3390/su13073839 - 31 Mar 2021

Cited by 10 | Viewed by 3506

Abstract

The aim of this article is to explore the social dimension of sustainable development through children’s expressions of belonging in peer communities in preschool. Social sustainability and sustainable communities emphasize practices, human activity, and interactions that are equitable, inclusive, and sustainable, and preschool provides children with experiences of participation in collective groups and networks. Belonging to a community is an existential need and belonging, itself, is a relational phenomenon. Belonging is connected to power; the notion of “us” sets boundaries and creates a “them”. Based on Yuval-Davis’ analytical concepts and using video observation of children’s (aged 3–5) free play, this article explores children’s belonging in peer communities. This study contributes new knowledge in the field of social sustainability by illuminating communities of belonging built on closeness, conflict/negotiations, and joyfulness. Together, these elements embody experiences of importance to children’s belonging. A common thread running through these communities is the relationship between the individual and the community. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

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17 pages, 310 KiB

Open AccessArticle

Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools

by Farhana Borg and Niklas Gericke

Sustainability 2021, 13(7), 3838; https://doi.org/10.3390/su13073838 - 31 Mar 2021

Cited by 9 | Viewed by 3073

Abstract

Although policy documents emphasize the importance of integrating social, economic, and environmental dimensions into education for sustainability (EfS), there is a lack of studies investigating how social sustainability can be included in preschool teaching. Therefore, this study aims to increase knowledge about preschool teachers’ teaching practices relating to social sustainability. This study uses EfS as a conceptual framework that includes a holistic view of sustainability addressing social, economic, and environmental aspects, as well as pluralistic teaching approach from a transformative perspective. To explore the views and teaching practices, individual interviews were conducted with 12 preschool teachers from eight preschools that took part in a school development project. The project included professional development workshops for teachers on EfS and local implementation efforts. Thematic content analysis was conducted. The interviews made it apparent that the teachers initially viewed sustainability from an environmental perspective; however, after involvement in the school development project, they began to integrate the social sustainability dimension into their teaching. The teachers associated local sustainability challenges with those faced internationally. To a certain extent, children’s agency was noted in pluralistic educational activities that supported children’s active participation. The level at which preschool teachers integrated social sustainability into their teaching varied. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

19 pages, 326 KiB

Open AccessArticle

Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten

by Carola Kleemann

Sustainability 2021, 13(7), 3613; https://doi.org/10.3390/su13073613 - 24 Mar 2021

Cited by 5 | Viewed by 2909

Abstract

The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

12 pages, 244 KiB

Open AccessArticle

Exploring Military Artefacts in Early Childhood Education: Conflicting Perspectives on Cultural Sustainability, Belonging and Protection

by Åsta Birkeland and Liv Torunn Grindheim

Sustainability 2021, 13(5), 2587; https://doi.org/10.3390/su13052587 - 28 Feb 2021

Cited by 5 | Viewed by 2242

Abstract

Social and cultural sustainability is outlined as creating surroundings that include and stimulate positive interactions, such as promoting a sense of community and a feeling of belonging to a community, by being safe and attached to the local area. Artefacts chosen in early childhood education (ECE) institutions are integrated parts of the culture in which the ECE institutions are embedded; artefacts, thus, are understood as serving belonging and cultural sustainability. The study examined what insight into cultural sustainability could be surfaced in conflicting perspectives about military artefacts in ECE. Focus group interviews were conducted with Chinese and Norwegian graduate students and ECE researchers, during which photographs of a Chinese kindergarten where military artefacts and toys were highly represented. Conflicting perspectives on military artefacts among the participant surfaced how belonging are closely intertwined with protection and where to belong: locally, nationally or internationally. The skeptical approach to military artefacts is challenged by awareness of different ways to promote national pride and entanglement among generations. The findings indicate a need for more research on conditions for belonging and the normative complexities of artefacts in cultural sustainability. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

Other

Jump to: Research

23 pages, 2212 KiB

Open AccessConcept Paper

Strengthening the Call for Intentional Intergenerational Programmes towards Sustainable Futures for Children and Families

by Czarecah Tuppil Oropilla and Elin Eriksen Ødegaard

Sustainability 2021, 13(10), 5564; https://doi.org/10.3390/su13105564 - 17 May 2021

Cited by 16 | Viewed by 4820

Abstract

As a response to the call for reimagining early childhood education for social sustainability in the future, this conceptual paper aims to suggest revisiting and strengthening the case to include intentional intergenerational engagements and programmes in kindergartens as approaches towards sustainable futures for children. In this paper, we argue that we must talk about intergenerational solidarity on all levels, including in early childhood education and care settings, and that it must be deliberate and by design. Learning from cultural–historical concepts and the UN Convention on the Rights of the Child, intergenerational programmes in early years settings are to be presented as intentional initiatives and opportunities for interrelated and collaborating actors and institutions to bring younger children and older adults together. We present a conceptual framework that features conflicts and opportunities within overlapping and congruent spaces to understand conditions for various intergenerational practices and activities in different places, and to promote intergenerational dialogues, collaborations and shared knowledge, contributing to a relational and socially sustainable future for which we aim. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

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