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A Critical Analysis of Concepts Associated with Sustainability in Early Childhood Curriculum Frameworks Across Five National Contexts

Tigistu Weldemariam, K and Boyd, DJ and Hirst, NJ and Sageidet, B and Browder, J and Grogan, L and Hughes, F (2017) A Critical Analysis of Concepts Associated with Sustainability in Early Childhood Curriculum Frameworks Across Five National Contexts. International Journal of Early Childhood, 49 (Number). ISSN 0020-7187

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Abstract

Curriculum frameworks have an important role in providing guidance to early childhood practitioners on how to integrate knowledge about sustainability into their practice. This article examines how ideas about sustainability are integrated in the early childhood curricula for Australia, England, Norway, Sweden and the USA. The analyses were guided by critical inquiry and a cross-national dialogue and focused on four aspects of the curricula: sustainability presence, views of the child, human–environment relationship and philosophical/theoretical underpinnings on ideas expressed about sustainability. Ideas about sustainability were more implicitly present than explicitly stated in most curricula. It was not evident that children were viewed as world citizens with agency to help foster sustainability. With respect to human–environmental relationship, the framework from Australia expressed greater reciprocity and entanglement, while other frameworks were more anthropocentric despite the variation among curricula. All five frameworks embodied a sociocultural, human development approach with respect to the philosophical and theoretical underpinnings. There is a need to consider alternative frameworks that offer broader and more inclusive worldviews about sustainability that includes embracing human, non-human and other species within an assemblage of common worlds.

Item Type: Article
Additional Information: The final publication is available at Springer via http://dx.doi.org/10.1007/s13158-017-0202-8
Uncontrolled Keywords: 1301 Education Systems, 1399 Other Education
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: School of Education
Publisher: Springer Verlag
Date Deposited: 26 Sep 2017 10:52
Last Modified: 26 Sep 2017 10:52
DOI or Identification number: 10.1007/s13158-017-0202-8
URI: http://researchonline.ljmu.ac.uk/id/eprint/7210

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