This study uses intergenerational dialogue as an approach to researching Education for Environmental Sustainability (EfES) with UK youth (aged 16-18 years), teachers and teacher educators. Through analysis of qualitative data from 210 participants shared through 18 hours of participatory online workshops, we identify the framings introduced into discussions on EfES. We find a range of economic and conceptual framings, with youth tending to centre on levels of accountability and critique of economic prioritisation. The study demonstrates how intergenerational perspectives can be brought into conversation during the research process and identifies an appetite for intergenerational dialogue in EfES. We argue that intergenerational dialogue opens up our collective selves (adult and youth) to the thinking of others so that we can transform obstructions and enact education for environmental sustainability. Future work should consider the place for dialogue between key actors across generations in education decision-making processes.
|Number of pages||16|
|Journal||International Research in Geographical and Environmental Education|
|Publication status||Published - 19 Oct 2023|