“Participation as ‘Taking Part In’: Education for Sustainability in Swedish Preschools”
Eva Ärlemalm-Hagsér
Aida Mir
1. Problem or main issues
- Hidden structures in children's schools
- Studying how their participation should be
reality of Swedish preschool
The main aim of the book
what education for sustainability looks like
what problems we encounter in terms of children's participation
the schools that wanted to be recognized for how they focus their education on sustainability
Educational question
How can we get children really involved in sustainability and be protagonists of change? Is it necessary to rethink education and the way it is taught?
2. The perspectives
children's rights perspective
theoretical perspectives
sustainability perspective
theoretical framework based on critical theory schools are not neutral values and norms according to those who lead and the historical context
who, where, and when children need to be involved treat them as active citizens motivation to improve the world from a young age
give them a voice allow them to actively participate making decisions on issues that affect their environment
Help me to do it myself.
Maria Montessori
children fight to have their voices recognized and heard
Fraser's concept of “participation parity”
have power redistributed between adult and child
have their interests represented in their education
need for children to be involved in decision making and to contribute their own ideas
“Participate in”
transformative approach
affirmative approach
VS
search for a more just and sustainable societylook for effective and long-term changes
keeps things as they are without questioning existing injustices
3. CONCLUSIONS
the need to recognize children as the protagonists of their learning
importance of addressing power inequalities between adults and children
rethinking education to actively involve children in promoting sustainability from an early age
issues that are not yet moving towards significant transformation
the fight for their recognition and representation is still present
own reflections
THE PRESENT:
- progress towards a more equitable education
- teachers listen to students
- have spaces to talk about their concerns and to look for collective solutions
- project work
If we want a future world where the sustainable development goals become a lived reality, we should give the youngest of our societies the chance and oportunity to shape the world that we are living in. We need to give them the chance to have heard off and experience what sustainable development means and we need to give them the chance to make it part of their construct of values. But how do you teach a global agenda negotiated by world diplomats to young children?
Natalie Haas
Question to discuss
How can educational practices be transformed to promote more active and meaningful participation for children in these sustainability issues? Have you seen changes in your environment in this regard? Do you have any real examples?
THANKS!
"PARTICIPATE IN"
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Transcript
“Participation as ‘Taking Part In’: Education for Sustainability in Swedish Preschools”
Eva Ärlemalm-Hagsér
Aida Mir
1. Problem or main issues
reality of Swedish preschool
The main aim of the book
what education for sustainability looks like
what problems we encounter in terms of children's participation
the schools that wanted to be recognized for how they focus their education on sustainability
Educational question
How can we get children really involved in sustainability and be protagonists of change? Is it necessary to rethink education and the way it is taught?
2. The perspectives
children's rights perspective
theoretical perspectives
sustainability perspective
theoretical framework based on critical theory schools are not neutral values and norms according to those who lead and the historical context
who, where, and when children need to be involved treat them as active citizens motivation to improve the world from a young age
give them a voice allow them to actively participate making decisions on issues that affect their environment
Help me to do it myself.
Maria Montessori
children fight to have their voices recognized and heard
Fraser's concept of “participation parity”
have power redistributed between adult and child
have their interests represented in their education
need for children to be involved in decision making and to contribute their own ideas
“Participate in”
transformative approach
affirmative approach
VS
search for a more just and sustainable societylook for effective and long-term changes
keeps things as they are without questioning existing injustices
3. CONCLUSIONS
the need to recognize children as the protagonists of their learning
importance of addressing power inequalities between adults and children
rethinking education to actively involve children in promoting sustainability from an early age
issues that are not yet moving towards significant transformation
the fight for their recognition and representation is still present
own reflections
THE PRESENT:
If we want a future world where the sustainable development goals become a lived reality, we should give the youngest of our societies the chance and oportunity to shape the world that we are living in. We need to give them the chance to have heard off and experience what sustainable development means and we need to give them the chance to make it part of their construct of values. But how do you teach a global agenda negotiated by world diplomats to young children?
Natalie Haas
Question to discuss
How can educational practices be transformed to promote more active and meaningful participation for children in these sustainability issues? Have you seen changes in your environment in this regard? Do you have any real examples?
THANKS!