'Hard to reach' or 'accessible when approached'? Sustainable development discussions with marginalized pupil groups.

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JournalChildren, Youth and Environments
DatePublished - Dec 2012
Issue number2
Volume22
Original languageEnglish

Abstract

Despite the high cost implications of policy change, the economic, social and environmental benefits that are derived from sustainable development have encouraged policy permeation into all areas of government. In recent years the importance of school-based sustainability has been heightened by a range of factors, with long term educational opportunities being coupled with an essential contribution towards mandatory emissions targets.

However, effective policies are reliant upon rigorous design, often supported by a comprehensive consultation. Despite being an inclusionary policy domain, the Sustainable Schools consultation employed limited methods and accessed only some stakeholder groups, overlooking those commonly considered ‘hard to reach’.

This paper examines the impact of a wider range of inclusive consultation methods, gauging the potential for under-represented voices to be included in the design of sustainable, school based policies. In accessing these voices, diverse sustainability engagement will highlight how these overlooked views and experiences are valuable for policy development.

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