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European Early Childhood Education Research Journal Volume 28, 2020 - Issue 5
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Articles

Culturally inclusive early childhood education for sustainability: a comparative document analysis between Australian and Korean curricula

Soyoung Kima Queensland University of Technology
&
Neal Dreamsonb The State University of New York, KoreaCorrespondence[email protected]
Pages 712-730 | Published online: 09 Sep 2020

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Chen Cheng. (2023) A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development. Early Years 0:0, pages 1-14.
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Articles from other publishers (4)

Alireza Rasti. (2023) Rendering Iran Language-In-Education Policy Problematic: A CDA Poststructural Approach. New Zealand Journal of Educational Studies 58:2, pages 493-508.
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Xiaodan Jin, Eunhye Kim & Kyung-chul Kim. (2023) Transforming Early Childhood Education: the Nuri Curriculum Reform in South Korea. Journal of the Knowledge Economy.
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Marlene Fermín-González & Ada Echenique-Arginzones. (2022) Early Childhood Education for Sustainability: An Assessment of the ERS-SDEC Scale (OMEP) in a Comparative Study of Chile–Venezuela. International Journal of Early Childhood 54:1, pages 93-118.
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Abigail López-Alcarria, María Poza-Vilches, María Pozo-Llorente & José Gutiérrez-Pérez. (2021) Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC). Water 13:2, pages 145.
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