Introduction

Social Sustainable Education in a Refugee Camp

“…In contrast, the Anglo-Saxon tradition has largely been dominated by a focus on children's learning outcomes and results [39] (p. 19). Huggins and Evans [30] (p. 7) describe different perspectives on both sustainable education and children as active learners. They underline the importance of educators reflecting practices and the need to think consistently about how their chosen approaches are fostering qualities and understandings that are important if children are to act for sustainability.…”

“…They underline the importance of educators reflecting practices and the need to think consistently about how their chosen approaches are fostering qualities and understandings that are important if children are to act for sustainability. Further, Huggins and Evans [30] (p. 7) highlight the importance of an ECEC practice where educators are supporting children's learning through exploration and experimentation to create their own meanings from processing their experiences. This is also pointed out by Hohr [37] (p. 117), who emphasizes, "Experiencing is something the children do.…”

“…Huggins and Evans [30] (p. 5) argue that in a global context of accelerating change, educators cannot afford to be rooted in the past, or bound by taken-for-granted practices embedded in their own local experiences and traditions. In order to underpin sustainability in the ECEC field, there need to be significant shifts in many practitioners' mind-sets, involving them in critical reflections upon existing values and beliefs.…”

“…Researchers specializing in this field have indicated a lack of research on migrant children's situations within the context of early childhood education for social sustainability [22,24,30]. In particular, there is a lack of practice-related research that recognizes the Convention on the Rights of the Child [31], where human dignity and education for life is focused within the most formative years [4,26].…”

‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

“…Similarly, a lack of explicit sustainability curricula links with marine issues has seen an upsurge of interest in Ocean Literacy education in Europe resulting in pan-continental training programmes (Fauville, 2019; Parr, 2018). Engagements with sustainability education on various scales are occurring despite relatively little incentive or resourcing from governmental bodies, and educators themselves are realising the need to build capacity, understanding and resources to better equip themselves to prepare their students for a sustainable future (Huggins and Evans, 2017). Although in the UK we are yet to see policy guidance for educators emerging from the 2019 declaration of a climate and ecological emergency, it is clear that ITT and CPD opportunities will continue to play a crucial role in enhancing and informing educational practices as society orientates itself to face the challenges ahead.…”