References
- Adams, K. L. (2018). Relational pedagogy in higher education [Dissertation]. University of Oklahoma, Department of Instructional Leadership and Academic Curriculum. https://hdl.handle.net/11244/299945
- Ärlemalm-Hagsér, E., & Davis, J. (2014). Examining the rhetoric: A comparison of how sustainability and young children’s participation and agency are framed in Australian and Swedish early childhood education curricula. Contemporary Issues in Early Childhood, 15(3), 231–244. https://doi.org/https://doi.org/10.2304/ciec.2014.15.3.231
- Aspelin, J. (2018). Lärares relationskompetens. Vad är det? Hur kan den utvecklas? [Teachers’ relation competence. What is it? How can it develops?] Liber.
- Bautista, E., Osorio, J. C.., Soto, P., Mulgaonkar, P., Hernandez, A., Wyse, C., and Medrano, J. (2016). NYC Climate Justice Agenda: Strengthening the Mayor’s OneNYC Plan, New York: New York City Environmental Justice Alliance.
- Bautista, A., Moreno-Núñez, A., Ng, S.-C., & Bull, R. (2018). Preschool educators’ interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50(1), 15–32. https://doi.org/https://doi.org/10.1007/s13158-018-0213-0
- Bell, S., & Harkness, S. (2013). Storyline: Promoting language across the curriculum. Literacy Association (UKLA).
- Bell, S., Harkness, S., & White, G. (Eds.). (2007). Storyline. Past, present & future. University of Strathclyde.
- Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Learning lives: Learning, identity, and agency in the life course. Working Paper Five (pp. 2–41). Teaching and Learning.
- Bouilanne, S., Lalancette, M., & Ilkiw, D. (2020). “School strike 4 climate”: Social media and the international youth protest on climate change. Media and Communication, 8(2), 208–218. https://doi.org/https://doi.org/10.17645/mac.v8i2.2768
- Carr, W., & Kemmis, S. (1986). Becoming critical. Education, knowledge and action research. Falmer Press.
- Drisko, J. W., & Maschi, T. (2015). Content analysis. Oxford University Press. https://doi.org/https://doi.org/10.1093/acprof:oso/9780190215491.001.0001
- ERIC. (2013). Ethical research involving children. UNICEF Office of Research. https://childethics.com/
- Fitzgerald, R., Graham, A., Smith, A., & Taylor, N. (2010). Children’s participation as a struggle over recognition: Exploring the promise of dialogue. In B. Percy-Smith & N. Thomas (Eds.), A handbook of children and young people’s participation: Perspectives from theory and practice (pp. 293–305). Routledge.
- Freire, P. (1968). Pedagogy of the oppressed. Penguin Education.
- Grosseck, G., Țîru, L. G., & Bran, R. A. (2019). Education for sustainable development: Evolution and perspectives: A bibliometric review of research, 1992–2018. Sustainability, 11(21), 6135–6136. https://doi.org/https://doi.org/10.3390/su11216136
- Gurewitz, R. (2000). Affective approaches to environmental education: Going beyond the imagined worlds of childhood? Ethics, Place and Environment, 3(3), 253–268. https://doi.org/https://doi.org/10.1080/713665905
- Haakedal, E. (2015). Action research and development work in religion and world view education – comparing communities of practice and cooperative networks. Nordidactica – Journal of Humanities and Social Science Education, 2, 47–73. http://www.kau.se/nordidactica
- Häggström, M., & Schmidt, C. (2020). Enhancing children’s literacy and ecological literacy through critical place-based pedagogy. Environmental Education Research, 26(12), 1729–1745. https://doi.org/https://doi.org/10.1080/13504622.2020.1812537
- Häggström, M., & Schmidt, C. (2021). Futures literacy – To belong, participate and act! An educational perspective. Futures, 132(102813), 102811–102813. https://doi.org/https://doi.org/10.1016/j.futures.2021.102813
- Häggström, M. (2020a). Estetiska erfarenheter I naturmöten. En fenomenologisk studie av upplevelser av skog, växtlighet och undervisning [Aesthetical experiences in direct nature meetings. A phenomenological study on experiences of forest, plants and education] [Dissertation]. Acta Universitatis Gothoburgensis. http://hdl.handle.net/2077/62583
- Hallinger, P., & Nguyen, V.-T. (2020). Mapping the landscape and structure of research on education for sustainable development: A bibliometric review. Sustainability, 12(5), 1916–1947. https://doi.org/https://doi.org/10.3390/su12051947
- Hare, J. (2006). Towards an understanding of holistic education in the middle years of education. Journal of Research in International Education, 5(3), 301–322. https://doi.org/https://doi.org/10.1177/1475240906069453
- Harkness, S. (2007). Storyline – An approach to effective teaching and learning. I. S. Bell, S. Harkness, & G. White (Eds.), Storyline. Past, present & future (pp. 19–26). University of Strathclyde.
- Hedefalk, M., Almqvist, J., & Lidar, M. (2014). Teaching for action competence. Creative commons. Sage Open, 4, 1–8. https://doi.org/https://doi.org/10.1177/2158244014543785
- Held, V. (2005). The ethics of care: Personal, political, and global. Oxford University Press.
- Høeg Karlsen, K., & Häggström, M. (Eds.). (2020). Teaching through stories. Renewing the Scottish storyline approach in teacher education. Waxmann. https://doi.org/https://doi.org/10.31244/9783830989868
- Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/https://doi.org/10.1177/1049732305276687
- Illeris, K. (2014). Transformative learning and identity. Routledge. https://doi.org/https://doi.org/10.4324/9780203795286
- Jewitt, C., Bezemer, J., & O’Halloran, K. (2016). Introducing multimodality. Routledge.
- Jickling, B. (1992). Why I dont want my children educated for sustainable development. The Journal of Environmental Education, 23(4), 5–8. https://doi.org/https://doi.org/10.1080/00958964.1992.9942801
- Jickling, B., Blenkinsop, S., Timmerman, N., De Danann Sitka-Sage, M. (Eds.). (2018). Wild pedagogies touchstones for re-negotiating education and the environment in the anthropocene. Palgrave MacMillan. https://doi.org/https://doi.org/10.1007/978-3-319-90176-3_1
- Kress, G., & van Leeuwen, T. (2001). Multimodal discourse. The modes and media of contemporary communication. Edward Arnold.
- Lans, T., Blok, V., & Wesselink, R. (2014). Learning apart and together: Towards an integrated competence framework for sustainable entrepreneurship in higher education. Journal of Cleaner Production, 62, 37–47. https://doi.org/https://doi.org/10.1016/j.jclepro.2013.03.036
- Lim, L. (2015). Critical thinking, social education and the curriculum: Foregrounding a social and relational epistemology. The Curriculum Journal, 26(1), 4–23. https://doi.org/https://doi.org/10.1080/09585176.2014.975733
- Mackey, G. (2012). To know, to decide, to act: The young child’s right to participate in action for the environment. Environmental Education Research, 18(4), 473–484. https://doi.org/https://doi.org/10.1080/13504622.2011.634494
- Mahmoudi, S., Jafari, E., Nasrabadi, H. A., & Liaghatdar, M. J. (2012). Holistic education: An approach for 21 century. International Education Studies, 5(3), 178–186. https://doi.org/https://doi.org/10.5539/ies.v5n3p178
- Marris, E. (2019). Why young climate activists have captured the world’s attention. Nature, 573(7775), 471–472. https://doi.org/https://doi.org/10.1038/d41586-019-02696-0 https://www.nature.com/articles/d41586-019-02696-0
- McNaughton, M. J. (2007). Stepping out of the picture: Using drama in storyline topics. In S. Bell, S. Harkness, & G. White (Eds.), Storyline. Past, present & future (pp. 150–157). University of Strathclyde.
- Mezirow, J. (2000). Learning to think like an adult. Core Concepts of Transformation Theory. In J. Mezirow (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 3–33). Jossey-Bass.
- Miller, R. (1991). Educating the true self: Spiritual roots of the holistic worldview. Journal of Humanistic Psychology, 31(4), 53–67. https://doi.org/https://doi.org/10.1177/0022167891314004
- Mitchell, P., & McNaughton, N. (Eds.). (2016). Storyline. A creative approach to learning and teaching. Cambridge Scholars Publishing.
- Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. Teachers College Press.
- Nolas, S.-M. (2015). Children’s participation, childhood publics and social change: A review. Children & Society, 29(2), 157–167. https://doi.org/https://doi.org/10.1111/chso.12108
- Nordström, M., & Wales, M. (2019). Enhancing urban transformative capacity through children’s participation in planning. Ambio, 48(5), 507–514. https://doi.org/https://doi.org/10.1007/s13280-019-01146-5
- Ojala, M. (2015). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. The Journal of Environmental Education, 46(3), 133–148. https://doi.org/https://doi.org/10.1080/00958964.2015.1021662
- Ojala, M., & Bengtsson, H. (2019). Young people’s coping strategies concerning climate change: Relations to perceived communication with parents and friends and proenvironmental behavior. Environment and Behavior, 51(8), 907–935. https://doi.org/https://doi.org/10.1177/0013916518763894
- Ojala, M., & Lakew, Y. (2017). Young people and climate change communication. In Oxford encyclopedia of climate change communication, https://doi.org/https://doi.org/10.1093/acrefore/9780190228620.013.408
- Omand, C. (2017). Storyline. Creative learning across the curriculum. UKLA.
- Omand, C. (2020). The importance of effective questioning on learning process in a storyline. In K. Høeg Karlsen & M. Häggström (Eds.), Teaching through stories. Renewing the Scottish storyline approach in teacher education (pp. 303–321). Waxmann. https://doi.org/https://doi.org/10.31244/9783830989868
- Orr, D. (2017). Foreword. In B. Jickling & S. Sterling (Eds.), Post-sustainability and environmental education: Remaking education for the future (pp. vii–x). Palgrave Macmillan. https://doi.org/https://doi.org/10.1007/978-3-319-51322-5
- Oswell, D. (2013). The agency of children: From family to global human rights. Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9781139033312
- Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. Jossey-Bass.
- Percy-Smith, B., & Burns, D. (2013). Exploring the role of children and young people as agents of change in sustainable community development. Local Environment, 18(3), 323–339. https://doi.org/https://doi.org/10.1080/13549839.2012.729565
- Ponizovsky-Bergelson, Y., Dayan, Y., Wahle, N., & Roer-Strier, D. (2019). A qualitative interview with young children: What encourages or inhibits young children’s participation? International Journal of Qualitative Methods, 18, 160940691984051–160940691984059. https://doi.org/https://doi.org/10.1177/1609406919840516
- Pramling Samuelsson, I., & Park, E. (2017). How to educate children for sustainable learning and for a sustainable world. International Journal for Early Childhood, 79, 273–285. https://doi.org/https://doi.org/10.1007/s13158-017-0197-1
- Redman, A., Wiek, A., & Barth, M. (2021). Current practice of assessing students’ sustainability competencies: A review of tools. Sustainability Science, 16(1), 117–135. https://doi.org/https://doi.org/10.1007/s11625-020-00855-1
- Richards, S., Clark, J., & Boggis, A. (2015). Ethical research with children: Untold narratives and taboos. Palgrave Macmillan. https://link.springer.com/book/https://doi.org/10.1007/978-1-137-35131-9
- Sairanen, H., & Kumpulainen, K. (2014). A visual narrative inquiry into children’s sense of agency in preschool and first grade. International Journal of Educational Psychology, 3(2), 141–174. https://doi.org/https://doi.org/10.4471/ijep.2014.0.
- Sairanen, H., Kumpulainen, K., & Kajamaa, A. (2020). An investigation into children’s agency: Children’s initiatives and practitioners’ responses in Finnish early childhood education. Early Child Development and Care, 192(1), 112–123. https://doi.org/https://doi.org/10.1080/03004430.2020.1739030
- Salovaara, J., Soini, K., & Pietikäinen, J. (2020). Sustainability science in education: Analysis of master’s programmes ‘curricula. Sustainability Science, 15(3), 901–915. https://doi.org/https://doi.org/10.1007/s11625-019-00745-1
- Shier, H. (2001). Pathways to participation: Openings, opportunities and obligations. Children & Society, 15(2), 107–117. https://doi.org/https://doi.org/10.1002/chi.617
- Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2017). Exploring the concept of sustainable development within education for sustainable development: Implications for ESD research and practice. Environment, Development and Sustainability, 2, 1–10. https://doi.org/https://doi.org/10.1007/s10668-017-0032-8
- Strife, S. J. (2012). Children’s environmental concerns: Expressing ecophobia. The Journal of Environmental Education, 43(1), 37–54. https://doi.org/https://doi.org/10.1080/00958964.2011.602131
- Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598–1616. https://doi.org/https://doi.org/10.3390/su5041598
- Swedish Research Council. (2011). Good research practice. Swedish Research Council. https://staff.ki.se/media/27035/download
- Taylor, A. (2013). Reconfiguring the Natures of childhood. New York: Routledge.
- Taylor, A., & Pacini-Ketchabaw, V. (2018). The common worlds of children and animals: Relational ethics for entangled lives. Routledge.
- Thackeray, S. J., Robinson, S. A., Smith, P., Bruno, R., & Kirschbaum, M. (2020). Civil disobedience movements such as School Strike for the Climate are raising public awareness of the climate change emergency. Faculty of Science, Medicine and Health – Papers. Global Change Biology. https://ro.uow.edu.au/smhpapers1/1130
- United Nations. (1992). World’s Summit. Agenda 21. United Nations Division for Sustainable Development.
- United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. A/RES/70/1. https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
- Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework. OECD Education Working Paper No. 162. OECD Publishing. https://doi.org/https://doi.org/10.1787/fc467a64-en
- Waddington, D. (2004). Participant observation. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 154–165). Sage Publications.
- Walker, C. (2017). Tomorrow’s leaders and today’s agents of change? Children, sustainability education and environmental governance. Children & Society, 31(1), 72–83. https://doi.org/https://doi.org/10.1111/chso.12192
- Wals, A. (2015). Beyond unreasonable doubt. Education and learning for socio-ecological sustainability in the anthropocene. Wageningen University. https://arjenwals.files.wordpress.com/2016/02/8412100972_rvb_inauguratie-wals_oratieboekje_v02.pdf
- Warren, M. (2019, March 14). Thousands of scientists are backing the kids striking for climate change. Nature, 567(7748), 291–292. https://www.nature.com/articles/d41586-019-00861-z https://doi.org/https://doi.org/10.1038/d41586-019-00861-z