Promoting Sustainability Through Multimodal Storytelling
References
- Ärlemalm-Hagsér, E., & Elliott, S. (2020). Analysis of historical and contemporary early childhood education theories in the Anthropocene. In S. Elliott, E. Ärlemalm-Hagsér, & J. Davis (Eds.),
Researching early childhood education for sustainability challenging assumptions and orthodoxies (pp. 3–12). Routledge. - Bamber, P. (Ed.). (2020).
Teacher education for sustainable development and global citizenship . Routledge. - Biesta, G. (2013).
Beautiful risk of education . Routledge. - Binder, M. J. (2017). ‘I wanna tell you a story’ – Exploring the multimodal storytelling voices of children’s lived experiences. In S. Garvis & N. Pramling (Eds.),
Narratives in early childhood education (pp. 11–28). Routledge. - Clandinin, D. J., Huber, J., Menon, J., Murphy, M. S., & Swanson, C. (2016). Narrative inquiry: Conducting research in early childhood. In A. Farrell, S. L. Kagan, & E. K. M. Tidsall (Eds.),
The SAGE handbook of early childhood research (pp. 240–254). SAGE. - Cortés Loyola, C., Adlerstein Grimberg, C., & Bravo Colomer, U. (2020). Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process.
Thinking Skills and Creativity ,36 , 100655.https://doi.org/10.1016/j.tsc.2020.100655">https://doi.org/10.1016/j.tsc.2020.100655 - Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018).
The SAGE handbook of qualitative research (Fifth edition). SAGE. - Elliot, S., Ärlemalm-Hagsér, E., & Davis, J. (Eds.). (2020).
Researching early childhood education for sustainability. Challenging assumptions and orthodoxies. Routledge. - Ferreira, J-A., Ryan, L. & Davis, J. (2015). Developing knowledge and leadership in pre-service teacher education systems.
Australian Journal of Environmental Education ,31 (2), 194–207. - Fox, A. E. M., Iriste, S., & Bezeljak, P. (2019). Detecting a sustainable mindset through using content analysis of teacher-produced learning journals.
Journal of Teacher Education for Sustainability ,21 (1), 35–47.https://doi.org/10.2478/jtes-2019-0003">https://doi.org/10.2478/jtes-2019-0003 - Furu, A-C. (2019). Narratives on sustainability and sloyd in Finnish ECEC.
Nordic Studies in Education ,39 (3), 198–213.https://www.idunn.no/np/2019/03/narratives_on_sustainability_and_sloyd_in_finnish_ecec - Furu, A-C., & Valkonen, S. (2021). Gearing up sustainability education in Finnish early childhood education and care (ECEC): Exploring practices and pedagogies by means of collegial reflection and discussion.
International Journal of Early Childhood Environmental Education ,8 (2), 30–42. - Furu, A-C., & Heilala, C. (2021) Sustainability education in progress: Practices and pedagogies in Finnish early childhood education and care teaching practice settings.
International Journal of Early Childhood Environmental Education ,8 (2), 16–29. - Hofman-Bergholm, M. (2018). Changes in thoughts and actions as requirements for a sustainable future: A review of recent research on the Finnish educational system and sustainable development.
Journal of Teacher Education for Sustainability ,20 (2), 19–30.https://doi.org/10.2478/jtes-2018-0012">https://doi.org/10.2478/jtes-2018-0012 - Huggins, V., & Evans, D. (Eds.). (2018).
Early childhood education and care for sustainability. International perspectives. Routledge. - Karlsson Häikiö, T. (2020). Aesthetic learning processes in early childhood and early years education. Reflections on educating for sustainable development and use of visual tools and materials.
Techne series: Research in sloyd education and crafts science. A ,27 (2), 15–30. - Karlsson Häikiö, T., Månsson, P., & Lohilahti, L. (2020). Aesthetic practice as part of work with sustainability, participation and learning environments – examples from a Finnish and Swedish preschool.
Nordic Studies in Education ,40 (4), 343–361. - Koskela,T., & Kärkkäinen, S.(2021). Student teachers’ change agency in education for sustainable development.
Journal of Teacher Education for Sustainability ,23 (1), 84–98.https://doi.org/10.2478/jtes-2021-0007">https://doi.org/10.2478/jtes-2021-0007 - Kress, G. (2010).
Multimodality: A social semiotic approach to contemporary communication . Routledge. - Kress, G., & Selander, S. (2012). Multimodal design, learning and cultures of recognition.
The Internet and Higher Education, 15 (4), 265–268. - Mezirow, J. (2009). Transformative learning theory. In J. Mezirow, J. E. W. Taylor, & Associates (Eds.), Transformative learning in practice (p. 9). Jossey-Bass.
- O’Gorman, L. (2014). The arts and education for sustainability. In J. Davies, & S. Elliott (Eds.),
Research in early childhood education for sustainability (pp. 266–279). Routledge. - O’Gorman, L. (2015). Early learning for sustainability through the arts. In J. M. Davis (Ed.),
Young children and the environment. Early education for sustainability (pp. 209–224). Cambridge University Press. - Pegalajar-Palomino, M., Burgos-García, A., & Martinez-Valdivia, E. (2021). What does education for sustainable development offer in initial teacher training? A systematic review.
Journal of Teacher Education for Sustainability ,23 (1), 99–114.https://doi.org/10.2478/jtes-2021-0008">https://doi.org/10.2478/jtes-2021-0008 - Sameshima, P., Wite, B., & Sinner, A. (Eds.). (2019).
MA – materiality in teaching and learning. Peter Lang. - Tammi, T., Hohti, R., & Rautio, P. (2020). Editorial: Child-animal relations and care as critique.
Journal of Childhood Studies ,42 (2), 1–6. - Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene.
Environmental Education Research ,23 , 1448–1461. - TENK. (2019).
The ethical principles of research with human participants and ethical review in the human sciences in Finland. Finnish National Board on Research Integrity TENK guidelines 2019 . Publications of the Finnish National Board on Research Integrity TENK 3/20. - Wals, A. E. (2020). Transgressing the hidden curriculum of unsustainability: Towards a relational pedagogy of hope.
Educational Philosophy and Theory ,52 (8), 825–826.https://doi.org/10.1080/00131857.2019.1676490">https://doi.org/10.1080/00131857.2019.1676490 - Ward, K. S. (2013). Creative arts-based pedagogies in early childhood education for sustainability (EfS): Challenges and possibilities.
Australian Journal of Environmental Education ,29 (2), 165–181.
Language: English
Page range: 18 - 29
Published on: Jan 21, 2022
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services
Publication frequency: 2 times per year
Keywords:
Related subjects:
© 2022 Ann-Christin Furu, Hannah Kaihovirta, Suzanne Ekholm, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.