Researching education for environmental sustainability through intergenerational dialogue

Abstract

This study uses intergenerational dialogue as an approach to researching Education for Environmental Sustainability (EfES) with UK youth (aged 16–18 years), teachers and teacher educators. Through analysis of qualitative data from 210 participants shared through 18 h of participatory online workshops, we identify the framings introduced into discussions on EfES. We find a range of conceptual framings, with youth tending to centre on levels of accountability and critique of economic prioritisation. The case study demonstrates how intergenerational perspectives can be brought into conversation during the research process and identifies an appetite for intergenerational dialogue in EfES. We argue that intergenerational dialogue opens up our collective selves (adult and youth) to the thinking of others so that we can transform obstructions and enact education for environmental sustainability. Future work should consider the place for dialogue between key actors across generations in education decision-making processes.

Keywords:

• Co-creation
• education for environmental sustainability (EfES)
• intergenerational dialogue
• teacher educators
• teachers
• youth

Acknowledgements

This work was conducted as part of the British Educational Research Association Research Commission 2021-2022 on Education for Environmental Sustainability. We are grateful to BERA for their support, and also to partners and participants.

Disclosure statement

No potential conflict of interest was reported by the authors.