Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood

This chapter explores aspects of sustainable education by looking closely at the concepts of experience, enquiry, critical reflection and dialogue as a basis for participatory learning and teaching. We share our views on sustainable education through the work of two parallel case studies both of which use learner centred and participatory approaches. The first case study is an example from an action research study involving young children and members of staff for the creation of a wildlife garden as a basis for co-construction of understandings of sustainability, in a nursery. The second case study reports a project in which early childhood studies (ECS) students participated in the development of a learning space in their university. Both case studies are used to illustrate a collegial model of working with early childhood stakeholders and offer examples of educative experiences that can make a difference to the lives and learning of the individuals involved as well as the social and professional community where they live and work, and ultimately to the wider society. Through this chapter we therefore advocate for the inclusion of more participatory and relational approaches to pedagogy as we believe they offer the prospects for sustainable learning and teaching.