Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15003
Title: ECA's Best of Sustainability Edition - Investigating early childhood education for sustainability: Insights from history and literature
Contributor(s): Elliott, Sue  (author); Davis, Julie (author)
Publication Date: 2013
Handle Link: https://hdl.handle.net/1959.11/15003
Abstract: Seemingly straightforward tasks often have a way of becoming complex. This was the case for our guest editorial team charged with creating Early Childhood Australia's Best of Sustainability publication drawn from the the 'Australasian Journal of Early Childhood' and 'Every Child'. The complexities we encountered ranged from the varied terminologies and understandings of constructs such as education for sustainable development, environmental education and education for sustainability, through to the fundamental lack of published research on which to draw as the basis for a special issue. It is timely to explore these complexities as we face the global challenges of 'The Critical Decade' (DCCEE, 2011) including rising sea levels, extreme weather events and food security. At a local level, the early childhood field in Australia is seeking to interpret sustainability with systemic support from the 'National Quality Standards' (NQS) (ACECQA, 2011), while elsewhere environmental/sustainability education is encouraged through national curricula documents (for example, Singapore Ministry of Education, 2008; Swedish National Agency for Education, 2010; Ministry of Education of Korea, 2011). Both The Critical Decade and the NQS provide imperatives to drive early childhood education's engagement with sustainability. In other words, sustainability in early childhood education is no longer optional, but essential (Elliott, 2010). While twenty years of advocacy has led to this somewhat subdued celebratory position, in this publication we recognise the historical contexts that have led to early childhood education for sustainability (ECEfS), as we (Elliott & Davis) phrase it, becoming almost "mainstream not marginal" (Davis, 1999) - a stitching together of the isolated "patches of green", first identified a decade ago by Elliott (NSW EPA, 2003). Here we weave together, through these articles, a story of the evolving history of ECEfS from our particular perspective. In so doing, we also acknowledge that there are other perspectives or "paths" for this field as identified by Cutter-MacKenzie and Edwards in their concluding paper to this compilation.
Publication Type: Book Chapter
Source of Publication: Early Childhood Australia's Best of Sustainability: Research, Practice and Theory, p. 4-10
Publisher: Early Childhood Australia
Place of Publication: Canberra, Australia
ISBN: 1921162686
9781921162688
Field of Research (FOR): 130102 Early Childhood Education (excl Maori)
130313 Teacher Education and Professional Development of Educators
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Outcome Codes: 930501 Education and Training Systems Policies and Development
930402 School/Institution Community and Environment
930202 Teacher and Instructor Development
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://www.earlychildhoodaustralia.org.au/shop/details.cfm?prodid=1000
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Appears in Collections:Book Chapter
School of Education

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