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From the same journal

Teacher and youth priorities for education for environmental sustainability: a co-created manifesto

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Publication details

JournalBritish Educational Research Journal
DateAccepted/In press - 24 Mar 2022
DateE-pub ahead of print (current) - 6 Apr 2022
Number of pages22
Early online date6/04/22
Original languageEnglish


What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto-making to identify young people’s (aged 16-18 years) and teachers’ priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educational priorities at the levels of classroom, school, community and policy, based on consensus between teacher and youth perspectives. Whilst consensus-seeking comes with a risk of favouring ‘soft’ actions which reinforce unsustainable practices and systems, the process of identifying more desirable futures and immediate barriers, which must be negotiated to reach them, has the potential to create spaces for more critical pedagogies and practices. There is a need for policy makers and school leaders to recognise the interests of teachers and young people to enable greater participation in decision making at different scales, and to ensure that those with the greatest capacity bear their burden of responsibility for education for environmental sustainability.

Bibliographical note

© 2022 The Authors.

    Research areas

  • environment, sustainability, teachers, youth

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