While the UN Gothenburg Recommendations (UNESCO , p. The report identified four foci for moving forward: deepening the research base; approaching learning in community-based and holistic ways; educating families as well as children; and implementing training for early childhood educators.
There is no question these foci significantly align with philosophies and pedagogies in early childhood education and moreover, with broad systemic approaches to sustainability, multi-level coordination, engagement of diverse stakeholders and implementation of localised initiatives.
We are driven by a firm belief that in early childhood education, we have an ethical responsibility to care and to act for sustainable futures for all, irrespective of the troubling political landscapes that thwart our calls for quantum global changes.
In a recent compilation of articles about children and climate change, Currie and Deschenes () make it patently clear that today’s children will bear the brunt of climate change for years to come, their well-being and development will be negatively impacted, and global inequities for children will be exacerbated.
Another perspective for critical examination is how social, ecological and economic sustainability incorporating children’s participation and agency resonates with early childhood education in a neoliberal agenda as individualism, self-realisation and self-governance, as well as consumerism (Raby ).
Secondly, in education contexts there is a need to engage in research about how sustainability is understood and enacted alongside competing views of daily realities.Further, the current seventeen UN Sustainable Development Goals (SDGs) () acknowledge that approaches to sustainability must be multifaceted including quality education, health, gender equity, economic growth, peace and partnerships.In times of such complex and dynamic uncertainties for children, we argue individual and global ignorance and inaction are not an option.The editors highlighted the dominance of submitted chapters around curriculum and pedagogy, viewed as a reflection of the strongly practitioner-led field in ECEf S research and advocacy.This emergent publication base has been strengthened by the international meetings of Transnational Dialogues in ECEf S research which have occurred on four occasions since 2010 (Emery et al. These international gatherings have forged research and publication collaborations and promoted dialogues at many levels across diverse contexts.There is a perennial shared dialogue about the gaps, challenges and tensions in ECEf S research and practice experienced across the globe.The growing body of ECEf S research literature from different theoretical and methodological perspectives (Ärlemalm-Hagsér and Davis ) suggests there are several research areas still to be developed: (1) critical studies; (2) education contexts; (3) transformational pedagogies; and (4) ECEf S theoretical concepts and understandings. The 2009 special issue also included papers with themes on citizenship, globalisation, diversity, cultural relevance, policy and pedagogy, but only a few were informed by empirical research.In the editorial for the 2009 special issue, John Siraj-Blatchford () noted that these papers focused on interrogating dominant economic and political thinking, promoting the three pillars of sustainability, and investigating the challenges of globalisation.Please note, we are currently updating the 2018 Journal Metrics.The International Journal of Early Childhood (IJEC) provides an important voice for research with young children and children’s early education and care, across various social and cultural contexts, with a focus on children aged from birth to 8 years.