Connecting gender equality with sustainability in early childhood: educators understandings in Victoria, Australia
Year: 2024
Type: article
Study design: Observational Study
Abstract: Three decades of international recommendations have highlighted the importance of advancing gender equality in achieving the aims of Education for Sustainability (EfS) at all levels of education. However, there has been a persistent disconnect between considerations of gender and sustainability in early childhood education (ECE). This article presents findings from a small-scale, mixed methods research project that sought to address this gap. The project explored educators’ understandings of the relationship between gender equality and sustainability, using survey and interview methods, with early childhood educators in Victoria, Australia. Key findings indicate a disconnection between discourses of sustainability and gender equality obscures educators’ perceptions of the ways that gender influences EfS in ECE. Equally, while the majority of participants had not previously considered their connection, they believed gender equality is important to, and pedagogically aligned with, their sustainability teaching objectives. The findings are used to propose a Continuum of Gender Equitable Early Childhood Education for Sustainability.
Source: Environmental Education Research
Authors: Ellen Casey, Misol Kim, Alan Reid
Institutions: Monash University, UNSW Sydney, Centre for Social Impact
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
Open Access status: hybrid
OpenAlex ID: W4403759771