Children, place and sustainability

Children, place and sustainability (book review by Rachel Cook)
– paper in current issue
Volume 23, Issue 1, January 2017, Page 145-148

“Rich descriptions of pedagogical approaches appear throughout a series of research case study chapters associated with sustainability learning programmes in schools. Central to them is a discourse on children’s active participation and ‘voice’ within research and sustainability education. There is a strong emphasis on affirming children’s views and engaging them in decisions about projects. Key questions driving Somerville’s and Green’s approach are: “What is it that emerges for children from their profoundly local places in the space of global imaginaries in trying to make sense of our changing worlds? What pedagocial opportunities can enable children to build a future world in which they feel empowered, engaged and hopeful?”

“Through their contributions to this book, the authors have provided a resource for those wishing to expand not only their own teaching practices, but also their vision for what can be achieved through sustainability learning practice.”
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