Researching education for environmental sustainability through intergenerational dialogue

References

• BERA. (2021). A manifesto for education for environmental sustainability: Launch. https://www.bera.ac.uk/event/a-manifesto-for-education-for-environmental-sustainability-launch.
   Google Scholar
• Ballantyne, R., Connell, S., & Fien, J. (1998). Students as catalysts of environmental change: A framework for researching intergenerational influence through environmental education. Environmental Education Research, 4(3), 285–298. https://doi.org/10.1080/1350462980040304
   Google Scholar
• Beauvais, C. (2015). The mighty child: Time and power in children’s literature. John Benjamins Press.
   Google Scholar
• Berglund, T., & Gericke, N. (2022). Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions. Environmental Education Research, 28(3), 354–381. https://doi.org/10.1080/13504622.2021.1980501
   Web of Science ®Google Scholar
• Bohm, D. (1996). On Dialogue. Routledge: London.
   Google Scholar
• Boström, A.-K., & Schmidt-Hertha, B. (2017). Intergenerational Relationships and Lifelong Learning. Journal of Intergenerational Relationships, 15(1), 1–3. https://doi.org/10.1080/15350770.2017.1260408
   Web of Science ®Google Scholar
• Brown, E., & McCowan, T. (2018). Buen vivir: Reimagining education and shifting paradigms. Compare: A Journal of Comparative and International Education, 48(2), 317–323. https://doi.org/10.1080/03057925.2018.1427342
   Web of Science ®Google Scholar
• Chineka, R., & Yasukawa, K. (2020). Intergenerational learning in climate change adaptations; limitations and affordances. Environmental Education Research, 26(4), 577–593. https://doi.org/10.1080/13504622.2020.1733494
   Web of Science ®Google Scholar
• Department for Education. (2013). National curriculum. Retrieved from: https://www.gov.uk/government/collections/national-curriculum. Accessed on 22 November 2021.
   Google Scholar
• Department for Education. (2019). Early career framework. HM Government. Retrieved from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/978358/Early-Career_Framework_April_2021.pdf.
   Google Scholar
• Department for Education. (2020). Guidance. Plan your relationships, sex and health curriculum. Retrieved from: https://www.gov.uk/guidance/plan-your-relationships-sex-and-health-curriculum. Accessed on 22 November 2021
   Google Scholar
• Department for Education. (2022). Sustainability & climate change. A strategy for the education & children’s services systems. Available at: https://www.gov.uk/government/publications/sustainability-and-climate-change-strategy/sustainability-and-climate-change-a-strategy-for-the-education-and-childrens-services-systems. Accessed 21 April 2022.
   Google Scholar
• Department of Education. (2007). The education (curriculum minimum content) order (Northern Ireland) Retrieved from: https://www.education-ni.gov.uk/sites/default/files/publications/de/minimum-content-order-2007.pdf. Accessed 18 November 2021.
   Google Scholar
• Dunlop, L., Rushton, E. A., Atkinson, L., Ayre, J., Bullivant, A., Essex, J., Price, L., Smith, A., Summer, M., Stubbs, J. E., Turkenburg-van Diepen, M. & Wood, L. (2022). Teacher and youth priorities for education for environmental sustainability: A co‐created manifesto. British Educational Research Journal, 48(5), 952–973. https://doi.org/10.1002/berj.3803
   Web of Science ®Google Scholar
• Evans, N., & Ferreira, J. (2020). What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education? Environmental Education Research, 26(1), 27–42. https://doi.org/10.1080/13504622.2019.1703908
   Web of Science ®Google Scholar
• Evans, S. (2021). Analysis: Which countries are historically responsible for climate change? Carbon Brief. Retrieved from: https://www.carbonbrief.org/analysis-which-countries-are-historically-responsible-for-climate-change. Accessed on: 26 November 2021
   Google Scholar
• Fallace, T. (2015). The savage origins of child-centered pedagogy, 1871–1913. American Educational Research Journal, 52(1), 73–103. https://doi.org/10.3102/0002831214561629
   Web of Science ®Google Scholar
• Freire, P. (1972). Pedagogy of the oppressed. Penguin.
   Google Scholar
• Freire, P. (1992). Pedagogy of hope. Penguin.
   Google Scholar
• Gough, A. (1998). Researching environmental education in teacher education: Initiating and sustaining student interest. International Research in Geographical and Environmental Education, 7(3), 260–264. https://www.tandfonline.com/doi/pdf/10.1080/10382049808667583. https://doi.org/10.1080/10382049808667583
   Google Scholar
• Graham, A., & Fitzgerald, R. (2010). Progressing children’s participation: Exploring the potential of a dialogical turn. Childhood, 17(3), 343–359. https://doi.org/10.1177/0907568210369219
   Web of Science ®Google Scholar
• Gubar, M. (2016). The hermeneutics of recuperation: What a kinship-model approach to children’s agency could do for children’s literature and childhood studies. Jeunesse: Young People, Texts, Cultures, 8(1), 291–310. https://doi.org/10.1353/jeu.2016.0015
   Web of Science ®Google Scholar
• Howard, L., Howell, R., & Jamieson, L. (2021). (Re) configuring moral boundaries of intergenerational justice: The UK parent-led climate movement. Local Environment, 26(12), 1429–1444. https://doi.org/10.1080/13549839.2021.1973977
   Web of Science ®Google Scholar
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Klein, S., Watted, S., & Zion, M. (2021). Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy. Environmental Education Research, 27(12), 1723–1758. https://doi.org/10.1080/13504622.2021.1968348
   Web of Science ®Google Scholar
• Learning for Sustainability National Implementation Group. (2016). Vision 2030+: Concluding report of the learning for sustainability national implementation group. Education Scotland. https://education.gov.scot/improvement/Documents/res1-vision-2030.pdf.
   Google Scholar
• Manathunga, C. (2018). Decolonising the curriculum: Southern interrogations of time, place and knowledge. Scholarship of Teaching and Learning in the South, 2(1), 95–111. https://doi.org/10.36615/sotls.v2i1.23
   Google Scholar
• Mannion, G. (2007). Going spatial, going relational: Why “listening to children” and children’s participation needs reframing. Discourse: Studies in the Cultural Politics of Education, 28(3), 405–420. https://doi.org/10.1177/0907568212459775
   Google Scholar
• Marchezini, V., Trajber, R., Olivato, D., Munoz, V. A., de Oliveira Pereira, F., & Oliveira Luz, A. E. (2017). Participatory early warning systems: Youth, citizen science, and intergenerational dialogues on disaster risk reduction in Brazil. International Journal of Disaster Risk Science, 8(4), 390–401. https://link.springer.com/article/10.1007/s13753-017-0150-9. https://doi.org/10.1007/s13753-017-0150-9
   Web of Science ®Google Scholar
• Martin, S., Dillon, J., Higgins, P., Peters, C., & Scott, W. (2013). Divergent evolution in education for sustainable development policy in the United Kingdom: Current status, best practice, and opportunities for the future. Sustainability, 5(4), 1522–1544. https://doi.org/10.3390/su5041522
   Web of Science ®Google Scholar
• McGregor, C., & Christie, B. (2021). Towards climate justice education: Views from activists and educators in Scotland. Environmental Education Research, 27(5), 652–668. https://doi.org/10.1080/13504622.2020.1865881
   Web of Science ®Google Scholar
• McKenzie, S. (2004). Social Sustainability: Towards Some Definitions. Hawke Research Institute Working Paper Series, 27. http://w3.unisa.edu.au/hawkeinstitute/publications/downloads/wp27.pdf, 1–31. Accessed 23 November 2021.
   Google Scholar
• Ofsted. (2019). Education inspection framework (EIF). Retrieved from: https://www.gov.uk/government/publications/education-inspection-framework. Accessed on 22 November 2021.
   Google Scholar
• Pruneau, D., Chouinard, O., Arsenault, C., & Breau, N. (1999). An intergenerational education project aiming at the improvement of people’s relationship with their environment. International Research in Geographical and Environmental Education, 8(1), 26–39. https://doi.org/10.1080/10382049908667587
   Google Scholar
• Routes. (2021). What could the future of education for environmental sustainability look like? https://routesjournal.org/projects/bera/.
   Google Scholar
• Schusler, T. M., Krasny, M. E., & Decker, D. J. (2017). The autonomy-authority duality of shared decision-making in youth environmental action. Environmental Education Research, 23(4), 533–552. https://doi.org/10.1080/13504622.2016.1144174
   Web of Science ®Google Scholar
• Spielman, A. (2020). Amanda Spielman launches Ofsted’s annual report 2019/2020 Speech. Retrieved from: https://www.gov.uk/government/speeches/amanda-spielman-launches-ofsteds-annual-report-201920. Accessed 22 November 2021.
   Google Scholar
• Spiteri, J. (2020). Too young to know? A multiple case study of child-to-parent intergenerational learning in relation to environmental sustainability. Journal of Education for Sustainable Development, 14(1), 61–77. https://doi.org/10.1177/0973408220934649
   Google Scholar
• Taft, J. K. (2015). “Adults talk too much”: Intergenerational dialogue and power in the Peruvian movement of working children. Childhood, 22(4), 460–473. https://doi.org/10.1177/0907568214555148
   Web of Science ®Google Scholar
• Torbjörnsson, T., & Molin, L. (2015). In school we have not time for the future: Voices of Swedish upper secondary school students about solidarity and the future. International Research in Geographical and Environmental Education, 24(4), 338–354. https://doi.org/10.1080/10382046.2015.1086105
   Web of Science ®Google Scholar
• UK Student Climate Network. (2020). Our demands. Retrieved from: https://ukscn.org/our-demands/. Accessed July 13 2020.
   Google Scholar
• UNICEF. (1989). The United Nations Convention on the Rights of the Child. https://www.unicef.org.uk/what-we-do/un-convention-child-rights/.
   Google Scholar
• UNICEF. (2012). Climate Change and Intergenerational Justice. https://www.unicef-irc.org/article/920-climate-change-and-intergenerational-justice.html.
   Google Scholar
• UNICEF. (2021). Youth for climate action. Retrieved from: https://www.unicef.org/environment-and-climate-change/youth-action. Accessed 18 November 2021.
   Google Scholar
• UN. (2021). Co-chairs conclusions of education and environment ministers summit at COP26. https://ukcop26.org/co-chairs-conclusions-of-education-and-environment-ministers-summit-at-cop26/.
   Google Scholar
• Welsh Government. (2021). (2021). The Curriculum for Wales –Statements of What Matters Code. Retrieved from: https://gov.wales/sites/default/files/publications. /11/curriculum-for-wales-statements-of-what-matters-code.pdf. Accessed 22 November 2021.
   Google Scholar
• Williams, S., McEwen, L. J., & Quinn, N. (2017). As the climate changes: Intergenerational action-based learning in relation to flood education. The Journal of Environmental Education, 48(3), 154–171. https://doi.org/10.1080/00958964.2016.1256261
   Web of Science ®Google Scholar
• Wyness, M. (2013). Children’s participation and intergenerational dialogue: Bringing adults back into the analysis. Childhood, 20(4), 429–442. https://doi.org/10.1177/0907568212459775
   Web of Science ®Google Scholar