The (slow) urgency of socio-ecological justice in ESE – listening to children in marginalized positions in ESE research

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This essay discusses the relation between education and the pursuit of societal transformation with a view to questions of socio-ecological justice. Our research interest centers on young children’s right to participation and voice, on the inequalities which constitute barriers to this participation, and on the potentials of a more fine-tuned pedagogy of listening to children’s voices and relations with the non-human environment in our research practices. The essay is based on an ongoing dialogue about research on sustainability educational responses to the voices of children in marginalized positions across two very different geographical and socio-cultural settings – the Danish welfare state and post-apartheid South Africa (see James & Jørgensen, forthcoming). Here we pay attention to the dangers of urgency (dualism, instrumentalism, and dominant narratives) and the focus on the voices of young children in research as a practice that resists these dangers.
Original languageEnglish
Title of host publicationChallenges for Environmental and Sustainability Education Research in Times of Climate Crisis : 15th Invitational Seminar on Environmental & Sustainability Education Research
EditorsNadine Deutzkens, Katrien Van Poeck, Maarten Deleye, Jeppe Læssøe, Johanna Lönngren, Heila Lotz-Sisitka, Jonas Lysgaard, Johan Öhman, Leif Östman, Ellen Vandenplas, Arjen Wals
Number of pages4
Place of PublicationGent
PublisherGhent University
Publication date2022
Publication statusPublished - 2022
Event15th Invitational Seminar on ESE Research - Centre for Sustainable Development - Ghent University, Ghent, Belgium
Duration: 13 Jun 202217 Jun 2022


Seminar15th Invitational Seminar on ESE Research
LocationCentre for Sustainable Development - Ghent University
Internet address


  • learning, educational science and teaching

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