During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.
Under settler colonialism, dispossession is enabled by discursive strategies aimed at curtailing indigenous entitlement to land. One such strategy is the mutual determination of the native-settler categories whereby the native status is bound to a condition of ahistorical emplacement to specific tracts of land, while settlers can claim native status towards the nation state as a whole. The settler-native dichotomy fails to account for the possibility that settlement could be appropriated by indigenous collectivities as a process constitutive of land attachment and a sense of belonging. This analysis of memories and practices of indigenous settlement in the Mapuche frontier region in Chile indicates that, unlike dominant narratives of emptiness and environmental transformation reproduced under settler colonialism, indigenous settlement can unfold as an unstable ontological achievement aimed at both transforming and maintaining the land’s topological diversity and ability to partake in human social life. Indigenous settlement can work as a critical intervention against the reductionist determination of the category of native through which indigenous land entitlement is delegitimized under settler colonialism.
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