Fabio Dovigo – författare

Offering a fresh perspective on sustainability in the realm of Early Childhood Education and Care (ECEC), Promoting Transformative Practices for Sustainability in Early Childhood Education and Care invites educators, policymakers and researchers to rethink how young children's engagement with sustainability extends beyond nature experiences, promoting a richer, multi-dimensional understanding.This unique book provides a wider understanding of the relationship between early childhood education and sustainability through a multi-faceted picture of the political, economic, social, cultural and natural dimensions embedded in sustainable policies and practices. Aligning with UNESCO’s vision of sustainability, this book recognises the interdependencies between these dimensions, emphasising the importance of addressing intergenerational equity and social justice, especially for children to be prepared for and thrive in a rapidly evolving world. This book is structured in two main sections – the first explores innovative methodologies like sensory ethnography, constructivist Grounded Theory and critical participatory action research, while offering frameworks for effective education for sustainability (ECEfS); the second part evaluates recent ECEfS projects, focusing on promoting children’s rights, agency and well-being, and highlights how shared leadership and advocacy can drive sustainable futures in ECEC settings.By combining research-based insights with practical examples, this book is a valuable resource for educators seeking to implement transformative practices in ECEC. Its focus on empowering educators and fostering child-centred advocacy makes it an essential read for those committed to building a sustainable future through early education.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license.

Offering a fresh perspective on sustainability in the realm of Early Childhood Education and Care (ECEC), Promoting Transformative Practices for Sustainability in Early Childhood Education and Care invites educators, policymakers and researchers to rethink how young children's engagement with sustainability extends beyond nature experiences, promoting a richer, multi-dimensional understanding.This unique book provides a wider understanding of the relationship between early childhood education and sustainability through a multi-faceted picture of the political, economic, social, cultural and natural dimensions embedded in sustainable policies and practices. Aligning with UNESCO’s vision of sustainability, this book recognises the interdependencies between these dimensions, emphasising the importance of addressing intergenerational equity and social justice, especially for children to be prepared for and thrive in a rapidly evolving world. This book is structured in two main sections – the first explores innovative methodologies like sensory ethnography, constructivist Grounded Theory and critical participatory action research, while offering frameworks for effective education for sustainability (ECEfS); the second part evaluates recent ECEfS projects, focusing on promoting children’s rights, agency and well-being, and highlights how shared leadership and advocacy can drive sustainable futures in ECEC settings.By combining research-based insights with practical examples, this book is a valuable resource for educators seeking to implement transformative practices in ECEC. Its focus on empowering educators and fostering child-centred advocacy makes it an essential read for those committed to building a sustainable future through early education.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license.

Offering a fresh perspective on sustainability in the realm of Early Childhood Education and Care (ECEC), Promoting Transformative Practices for Sustainability in Early Childhood Education and Care invites educators, policymakers and researchers to rethink how young children's engagement with sustainability extends beyond nature experiences, promoting a richer, multi-dimensional understanding.This unique book provides a wider understanding of the relationship between early childhood education and sustainability through a multi-faceted picture of the political, economic, social, cultural and natural dimensions embedded in sustainable policies and practices. Aligning with UNESCO's vision of sustainability, this book recognises the interdependencies between these dimensions, emphasising the importance of addressing intergenerational equity and social justice, especially for children to be prepared for and thrive in a rapidly evolving world. This book is structured in two main sections - the first explores innovative methodologies like sensory ethnography, constructivist Grounded Theory and critical participatory action research, while offering frameworks for effective education for sustainability (ECEfS); the second part evaluates recent ECEfS projects, focusing on promoting children's rights, agency and well-being, and highlights how shared leadership and advocacy can drive sustainable futures in ECEC settings.By combining research-based insights with practical examples, this book is a valuable resource for educators seeking to implement transformative practices in ECEC. Its focus on empowering educators and fostering child-centred advocacy makes it an essential read for those committed to building a sustainable future through early education.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license.

Offering a fresh perspective on sustainability in the realm of Early Childhood Education and Care (ECEC), Promoting Transformative Practices for Sustainability in Early Childhood Education and Care invites educators, policymakers and researchers to rethink how young children's engagement with sustainability extends beyond nature experiences, promoting a richer, multi-dimensional understanding.This unique book provides a wider understanding of the relationship between early childhood education and sustainability through a multi-faceted picture of the political, economic, social, cultural and natural dimensions embedded in sustainable policies and practices. Aligning with UNESCO's vision of sustainability, this book recognises the interdependencies between these dimensions, emphasising the importance of addressing intergenerational equity and social justice, especially for children to be prepared for and thrive in a rapidly evolving world. This book is structured in two main sections - the first explores innovative methodologies like sensory ethnography, constructivist Grounded Theory and critical participatory action research, while offering frameworks for effective education for sustainability (ECEfS); the second part evaluates recent ECEfS projects, focusing on promoting children's rights, agency and well-being, and highlights how shared leadership and advocacy can drive sustainable futures in ECEC settings.By combining research-based insights with practical examples, this book is a valuable resource for educators seeking to implement transformative practices in ECEC. Its focus on empowering educators and fostering child-centred advocacy makes it an essential read for those committed to building a sustainable future through early education.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license.

This book brings together world-leading researchers and scholars in the fields of inclusive education, disability studies, refugee education and special education to examine critical and original perspectives of the meaning and consequences of educational and social exclusion. Drawing together, the contributors consider how children already vulnerable to exclusion might be supported and educated in and through times of global pandemic and crisis. They also identify broad prospects for education and inclusion in, through and beyond times of global pandemic and crisis.

This book brings together world-leading researchers and scholars in the fields of inclusive education, disability studies, refugee education and special education to examine critical and original perspectives of the meaning and consequences of educational and social exclusion. Drawing together, the contributors consider how children already vulnerable to exclusion might be supported and educated in and through times of global pandemic and crisis. They also identify broad prospects for education and inclusion in, through and beyond times of global pandemic and crisis.

This book brings together world-leading researchers and scholars in the fields of inclusive education, disability studies, refugee education and special education to examine critical and original perspectives of the meaning and consequences of educational and social exclusion. Drawing together, the contributors consider how children already vulnerable to exclusion might be supported and educated in and through times of global pandemic and crisis. They also identify broad prospects for education and inclusion in, through and beyond times of global pandemic and crisis.

This book brings together world-leading researchers and scholars in the fields of inclusive education, disability studies, refugee education and special education to examine critical and original perspectives of the meaning and consequences of educational and social exclusion. Drawing together, the contributors consider how children already vulnerable to exclusion might be supported and educated in and through times of global pandemic and crisis. They also identify broad prospects for education and inclusion in, through and beyond times of global pandemic and crisis.

The wave of migrants arriving in Europe fleeing from war or hard living conditions represents both a challenge and a great educational opportunity for the European school systems. Currently, research and good practice in this field have been mainly developed within the boundaries of national educational politics and policies, addressing distinct populations. This fragmentation has stood in the way of a systematic analysis of the question at the European level, which is a necessary condition for the advancement of successful educational interventions. The book aims to offer substantive insights for researchers, policy makers, and teachers concerned with the effective inclusion of refugees within education by collecting and comparing the growing body of knowledge that is emerging from eight European countries.Contributors are: Oula Abu-Amsha, Miki Aristorenas, Tatjana Atanasoska, Benjamin Brass, Henrik Bruns, Heike de Boer, Sanja Grbić, Hermina Gunnþórsdóttir, Laure Kloetzer, Tünde Kovacs Cerović, Louise Pagden, Michelle Proyer, Wayne Veck, Dragan Vesić, and Julie Wharton.