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Exploring & Translating SDG Policy into Practice and Practice into Policy

Scollan, Angela; Lee, Kerrie; Boyd, Diane

Authors

Angela Scollan

Profile image of Kerrie Lee

Mrs Kerrie Lee Kerrie.Lee@hull.ac.uk
Lecturer in Education with a specialism in Early Years and Early Childhood Studies/Director of Student Experience SoE

Diane Boyd



Abstract

The research aims to explore how sustainable pedagogy and the SDGs are engaged with and understood in ECE practice in the 21st Century in England.
Introduction of the SDGs (UN 2015) and the subsequent Education for sustainable development: a roadmap (UNESCO,2020) is seen to present challenges for EC education (Chapman & Gorman 2022). Following the development of ‘An Early Childhood Education for Sustainability’ (Boyd et al 2021) the use of SDGs can lead to the creation of Sustainable Pedagogy supporting UNESCOs (2020) call for ‘Education for Sustainable Development’ (ESD)
Sustainable Pedagogy is underpinned by Froebel’s principles and Freire’s critical pedagogy. This research takes place within, and for, the discipline of Early Childhood Studies and practice resting in the interpretative paradigm with a relativist ontology through the use of qualitative and ethnographic comparative study.
Focus group interviews, reflective logs provide insightful diverse data opportunity (Phelps 2005) with participants, geographically positioned in the North and South socio- economic areas of England. Ethical consideration included the use of consent forms, pseudonyms and withdrawal in line with Universities, BERA(2024) and EECERA(2014) guidelines.
A discourse has been found between the theoretical understanding of the SDG framework and real-world engagement. ESD advocates for the sustainability principle to be reflected in education policy, curricula, training and practice (UNESCO 2020), thus investigation into how and why SDGs are being engaged with, or not, requires exploration. Policy and practice need to feed into and from one another.

Citation

Scollan, A., Lee, K., & Boyd, D. (2024, September). Exploring & Translating SDG Policy into Practice and Practice into Policy. Paper presented at EECERA 2024, Brighton

Presentation Conference Type Conference Paper (unpublished)
Conference Name EECERA 2024
Start Date Sep 3, 2024
End Date Sep 6, 2024
Acceptance Date Apr 12, 2024
Deposit Date Oct 9, 2024
Peer Reviewed Peer Reviewed
Keywords Sustainable pedagogy; SDGs; Early childhood studies; 21st century ECE practice; Discourse
Public URL https://hull-repository.worktribe.com/output/4863183

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