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Lookup NU author(s): Dr Catherine WalkerORCiD
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Children are central to the rhetoric supporting global climate agreements, yet they are also envisaged to play a strategic role in materialising such agreements. Along with other household actors, children are implicated in localised efforts to manage global resource sustainability. As learners in educational systems that are being redesigned to encompass messages of sustainability, children are moreover positioned as ‘agents of change’ through sustainability education. Drawing on theoretical work on children's agency and interdependence, this review calls for greater attention to the structural and relational dimensions of environmental knowledge transmission to inform sustainability education. This is presented as one move towards constructing what Middlemiss (2014) terms a more ‘socially sensitive’ model of sustainable development.
Author(s): Walker C
Publication type: Article
Publication status: Published
Journal: Children and Society
Year: 2017
Volume: 31
Issue: 1
Pages: 72-83
Print publication date: 01/03/2017
Online publication date: 05/12/2016
Acceptance date: 30/09/2016
ISSN (print): 0951-0605
ISSN (electronic): 1099-0860
Publisher: Wiley-Blackwell Publishing Ltd
URL: https://doi.org/10.1111/chso.12192
DOI: 10.1111/chso.12192
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