International collective of researchers in early childhood education for sustainability
Information
  • Date submitted: 1 Nov 2011
  • Stakeholder type: Major Group
  • Name: International collective of researchers in early childhood education for sustainability
  • Submission Document: Download
Keywords: Skills (1 hits),

Full Submission

Full submission to zero draft of the United Nations Conference on Sustainable Development Rio +20 outcome document

International collective of researchers in early childhood education for sustainability

Eva Ärlemalm-Hagsér, University of Gothenburg, Gothenburg, SWEDEN

Hui-Ling Chua, President Singapore OMEP (Organsiation Mondiale pour l?Education Prescolaire) Committee

Professor Susan Danby, Queensland University of Technology, Brisbane AUSTRALIA

Associate Professor Julie Davis, Queensland University of Technology, Brisbane AUSTRALIA

Sue Elliott, RMIT University, Melbourne AUSTRALIA

Dr Ingrid Engdahl, Stockholm University, Stockholm, SWEDEN

Professor Ann Farrell, Queensland University of Technology, Brisbane AUSTRALIA

Professor Solveig Hagglund, Karlstad University, Karlstad, SWEDEN

Professor Eva Johansson, University of Gothenburg, Gothenburg, SWEDEN

Glynne Mackey, University of Canterbury, Christchurch, NEW ZEALAND

Dr Lyndal O?Gorman, Queensland University of Technology, Brisbane, AUSTRALIA

Dr Louise Phillips, University of Southern Queensland, Brisbane, AUSTRALIA

Dr Barbara M. Sageidet, University of Stavanger, Stavanger, NORWAY

Tracy Young, Swinburne University of Technology, Melbourne, AUSTRALIA

We are a group of researchers in early childhood education for sustainability. The group is intergenerational, international and interdisciplinary. Our research focuses on the time period in children?s lives from birth to eight years of age, and recognises that young children are active participants in sustainability agendas and practices. The research involves a collaborative process for social change through education, and our work is anchored in principles of envisioning, critical thinking, multiplicity, participation, systems thinking and inclusiveness. We aim to meet annually and engage in transnational critical and continuous dialogues on the importance of children?s participation in sustainability issues.

Sustainability is a complex, ever-changing, messy issue that is loaded with socio-political tensions, challenges and possibilities requiring engagement with ethical and justice considerations. Voices and experiences of all ages can bring necessary multiple perspectives and wisdom to sustainability debates, discussions and deliberations. Children have experiences that provide knowledge and perspectives needed for constructive contributions to sustainability strategic plans, policy and actions. In the longer term, children have the most to lose and are the most vulnerable in the current debates. They also have rights to be involved in all matters that concern them and to participate in the decision making in matters that that will impact on their futures.

We expect the outcome of Rio+20 to include a commitment to the inclusion of children?s voices in all proposals, and that measures, initiatives, strategies for sustainability include people of all generations, beginning in the early years. Early education is a crucial arena for cultivating collective Skills, knowledge, dispositions and responsibility for sustainability. By prioritising children?s participation in the United Nations Conference on Sustainable Development Rio +20 outcome document, children will have the opportunities to rightly see themselves, and to be seen, as significant contributors to actions for a sustainable planet. From the early years, children can initiate and create sustainable change. International, national and local education and research authorities in agreement with Article 12 and 29 of United Nations Convention on the Rights of the Child (UNCRC) are necessary enablers of the enactment of children?s participation and perspectives, which we expect should be clearly stated in the document.
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