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The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.
Focusing on significant issues affecting young people in educational contexts, and using an inclusivity lens, Educating Young People for a Sustainable Future delves into causes, consequences and proposed interventions of inequalities and exclusions. How can education contribute to securing a more socially just future and a more sustainable world?
Adopting a broad, complex understanding of sustainability, chapters cohere around the key concepts underpinning the Sustainable Development Goals of the United Nations – those of inclusivity, combating inequality and promoting resilience and sustainability. The collection showcases cutting-edge research considering disadvantages, challenges, opportunities and strategies for educating young people from early years to adulthood, and for those who work with, and care for, them. Under a social justice lens, the chapters cover topics such as institutional racism and strategies to effectively challenge this, issues of disability and adaptive teaching and learning strategies for teachers and students, the problem of monolingualism for inclusive learning, the promotion of health and the challenge to promote learner wellbeing by understanding the causes of ‘illbeing’, and more. Considering young people of all ages – both within and outside the context of formal education and the transition from formal education into the workplace - the authors collectively demonstrate that educational institutions, practices and practitioners are key to realising more equitable outcomes and inclusive experiences for young people.
Providing insight on a variety of methods, from surveys, interviews and policy analysis to visual and creative methods, participatory action research and co-creation, this content is relevant for a variety of disciplines in social sciences and humanities.
This book brings together the themes of education, social justice and sustainability, to consider the ways in which education could contribute to making the world more equitable and inclusive. Challenging hegemonic narratives and politics which increase social inequality, economic precarity and climate breakdown, this interdisciplinary collection of contributions centres participant voice to suggest different ways of rendering educational spaces – both formal and informal- more inclusive, ethical, equitable, creative, accessible and empowering of all.
— Professor Charlotte Chadderton, Professor of Education, University of Derby, UK
Educating Young People for a Sustainable Futures offers a compelling, situated intervention into contemporary debates on education, social justice, and sustainability by thinking with education as a lived, contested, and relational practice. Emerging from collective pedagogical and research collaborations, the volume traces how inequalities are experienced, negotiated, and reworked within everyday educational encounters, refusing to treat social justice as an external goal rather than constitutive of education itself. Its critical engagement with the Sustainable Development Goals holds together their emancipatory promise and their entanglement with neoliberal and Western developmental logics, positioning sustainability as an open and contested project rather than a technocratic solution. Across chapters addressing institutional racism, disability, language, wellbeing, environmental education, and creative methodologies, the collection assembles a rich archive of voices and practices grounded in qualitative, interpretive, and ethically attentive research. Rather than offering prescriptive solutions, the book invites readers to rethink education as an ongoing process of becoming—one in which social justice and sustainability are sustained through relationality, reflexivity, and collective care.
— Professor Maria Tamboukou, Professor of Feminist Studies, University of East London, UK
This collection represents the unique qualities of Education Studies: it is challenging, constructive, eclectic, engaging. Addressing education in a wide sense, it poses necessary questions about what becomes possible when social justice, diversity, inclusion, and sustainability are prioritised. It faces head-on the relationship between education and entrenched social, cultural, linguistic and health inequalities. Locating the people within practices and policies, the chapters are rich with the voices of those who have experienced contemporary educational norms as stifling, unyielding and unjust. With an orientation towards community, communality and the common good, the collection is insightful and inspiring; it deserves a place on student reading lists and practitioner bookshelves as it invites us to consider transformations of, and through, education.
— Dr Mark Pulsford, Director of Education & Student Experience for the School of Education, University of Warwick, UK, Co-Editor of Understanding Education Studies: Critical Issues and New Directions
Erika Cudworth works in the Education Division of the School of Applied Social Sciences at De Montfort University, Leicester, UK.
Rachel Delta Higdon is an Associate Professor in the Education Division of the School of Applied Social Sciences at De Montfort University, Leicester, UK.
Foreword; Lucy Kellaway
Introduction: Educating Young People for a Sustainable Futures; Erika Cudworth and Rachel Delta Higdon
Chapter 1. Outdoor Learning: A Transformative Space for Action?; Dave Cudworth
Chapter 2. The Responsibilisation of School Leadership to Facilitate the Inclusion of Education for Sustainable Development (EDS) in Primary Education; Angela Sibley-White
Chapter 3. The Consequences of Constraint: Neoliberal Education as a Driver of Learner Ill-Being; Mark Tymms
Chapter 4. Reimagining Family Roles: Sustaining Arts and Cultural Engagement among Children and Young People from Low-Income Households; Ruqy Sakyi-Nyarko
Chapter 5. “Sometimes I feel bad speaking Gujarati” Culture, Connection and Identity: Multilingualism in a Monolingual Education System; Lamia Nemouchi, Julie Summers, and Rob Peutrell
Chapter 6. Inclusion through Adaptive Teaching: Understanding Policy and Practice; Julie Summers
Chapter 7. Reframing Aphantasia as Neurodiversity: Exploring Learning Barriers and Alternative Processing Strategies; J.C. Hing and Angela Sibley-White
Chapter 8. Germ’s Journey: A Co-Creation Research Project for Impact in Health Education; Sapphire Crosby, Sarah Younie, and Katie Laird
Chapter 9. Using Forum Theatre as a Pedagogical Tool to Embody the Teaching of Consent; Talitha Bird and Rachel Delta Higdon
Chapter 10. Near to Far Transitions: Proposing a Sustainable Framework to Investigate Students’ Transitions into Work; Gisela Oliveira
Chapter 11. Whiteness in Education; Rik Kennedy
Chapter 12. Parental Experiences of Educating at Home: Sustainable Futures Without Schooling?; Emma Wright and Erika Cudworth
Conclusion: Education in the Face of the Future – Challenges and Opportunities; Erika Cudworth and Rachel Delta Higdon