Reconciliation and Early Childhood Education for Sustainability : Broadening the Environmental Paradigm


Autoria(s): Miller, Melinda G.
Contribuinte(s)

Davis, Julie M.

Data(s)

01/11/2015

Resumo

The uptake of sustainability initiatives in early childhood education curricula continues to gain momentum in Australia and internationally. Growing awareness about the fragility of natural environments in local and global contexts, along with prioritising sustainability in educational policy, has resulted in more broad-scale responses to sustainability in early years settings. To address issues of sustainability, many childcare centres and schools focus on environmental initiatives such as garden projects, recycling and water conservation. While important, such initiatives respond to just one dimension of sustainability. With expanding focus on sustainability initiatives in early childhood education, it is timely to consider why the environmental dimension receives the most attention and what this means for social, political and economic areas of concern.

Identificador

http://eprints.qut.edu.au/79682/

Publicador

Cambridge University Press

Relação

http://www.cambridge.org/au/academic/subjects/education/education-history-theory/young-children-and-environment-early-education-sustainability-2nd-edition

Miller, Melinda G. (2015) Reconciliation and Early Childhood Education for Sustainability : Broadening the Environmental Paradigm. In Davis, Julie M. (Ed.) Young Children and Environment : Early Education for Sustainability [2nd ed.]. Cambridge University Press, Port Melbourne, Victoria, pp. 124-144.

Direitos

Copyright 2015 Cambridge University Press

Fonte

Faculty of Education; School of Early Childhood

Palavras-Chave #130300 SPECIALIST STUDIES IN EDUCATION #Reconciliation #Early Childhood Education #Sustainability #Indigenous perspectives
Tipo

Book Chapter