Researching education for environmental sustainability through intergenerational dialogue

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Research in Geographical and Environmental Education Pub Date : 2023-10-19 DOI:10.1080/10382046.2023.2270399

Elizabeth Rushton, Lynda Dunlop, Lucy Atkinson, Joshua Stubbs, Maria Turkenburg-van Diepen, Lucy Wood

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引用次数: 0

Abstract

This study uses intergenerational dialogue as an approach to researching Education for Environmental Sustainability (EfES) with UK youth (aged 16–18 years), teachers and teacher educators. Through analysis of qualitative data from 210 participants shared through 18 h of participatory online workshops, we identify the framings introduced into discussions on EfES. We find a range of conceptual framings, with youth tending to centre on levels of accountability and critique of economic prioritisation. The case study demonstrates how intergenerational perspectives can be brought into conversation during the research process and identifies an appetite for intergenerational dialogue in EfES. We argue that intergenerational dialogue opens up our collective selves (adult and youth) to the thinking of others so that we can transform obstructions and enact education for environmental sustainability. Future work should consider the place for dialogue between key actors across generations in education decision-making processes.

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通过代际对话研究环境可持续性教育

本研究采用代际对话作为研究英国青年(16-18岁)、教师和教师教育工作者的环境可持续性教育(EfES)的方法。通过分析210名参与者在18小时的参与式在线研讨会上分享的定性数据，我们确定了EfES讨论中引入的框架。我们发现了一系列概念框架，年轻人倾向于关注问责制和对经济优先级的批评。案例研究展示了在研究过程中如何将代际观点带入对话，并确定了EfES中代际对话的需求。我们认为，代际对话打开了我们的集体自我(成人和青年)，使我们能够改变障碍，并制定环境可持续性教育。未来的工作应考虑在教育决策过程中各代关键行为体之间进行对话的地方。

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来源期刊

International Research in Geographical and Environmental Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

33.30%

发文量

期刊介绍： International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.