This presentation is based on a book chapter that discusses the recognition of children as citizens in education for sustainability in an early childhood education context. A crucial question is, how can the space for children’s self-empowerment be expanded and their concerns become part of their education?
To facilitate the development of practices where children’s self-empowerment is recognized, we have reviewed the Swedish curriculum for preschool Lpfö 2018 and international research. In our analysis, the concept ‘empowered inclusion’ is used, and we provide examples and point out what to critique and develop. Empowered inclusion signifies the double process where children’s self-empowerment needs the recognition of others, which may be viewed as a challenge to curricula and teachers.
Reference to the chapter:
Borg, F., & Sporre, K. (In press). Children’s empowered inclusion in early childhood education for sustainability. In S. DeZutter (Ed.), International Perspectives on Educating for Democracy in Early Childhood:
Diskussionen genomförs på svenska.
Lokal: Campus Falun, lokal Selma eller digitalt via Zoom: https://du-se.zoom.us/my/samtal178