Early Childhood Education for Sustainability: Research, Practice and Policy

Fengling Tang

Early Childhood Education for Sustainability: Research, Practice and Policy

School of Education

Research output: Book/Report › Book › peer-review

Abstract

The book offers an interdisciplinary perspective on early childhood education for sustainability, linking to research, practice and policy developments, in responding to the growing concerns about the environmental, economic, social and political crises in the 21st century.

Original language	English
Publisher	Emerald
Publication status	Accepted/In press - 15 Sept 2023

Keywords

sustainability, early childhood education, Sustainable Development Goals, environmental and social justice, spirituality, a Froebelian approach, community engagement, posthuman new materialist lens

4 Invited talk for an academic audience
1 Participation in academic conference
1 Oral presentation for an academic audience

Cultural/academic mobilities in higher education: the Chinese cultural heritage/political landscape and the Western neoliberal regime,
Tang, F. (Invited speaker)
18 May 2023 → 19 May 2023
Activity: Talk or presentation for an academic audience › Invited talk for an academic audience
Sustainability in (post) Anthropocene and models of spiritual formation: implications and challenges of working with children and families through pluriversal ontologies
Tang, F. (Speaker) & O’Brein-Kop, K. (Speaker)
12 Jan 2023 → 13 Jan 2023
Activity: Talk or presentation for an academic audience › Invited talk for an academic audience
Improving children outcome through innovation at different levels in ECEC
Tang, F. (Speaker), Fogarty, L. (Speaker) & Kay, L. (Speaker)
12 Sept 2023 → 14 Sept 2023
Activity: Talk or presentation for an academic audience › Invited talk for an academic audience

3 Conference contribution

Nurturing young children’s spirituality: blending a Froebelian approach into intergenerational engagements
Tang, F. & Ish-Horowicz, J., 4 Mar 2023, (Unpublished) Nurturing young children's spirituality: blending a Froebelian approach into intergenerational engagements .
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
Sticks, stones, pebbles and petals: ‘childhooding’ in the Posthuman lens
Tang, F., 27 Jan 2023, (Unpublished) Sticks, stones, pebbles and petals: ‘childhooding’ in the Posthuman lens.
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
Spirituality in early childhood pedagogy: a Froebelian perspective
Tang, F., 10 Feb 2022, (Unpublished) English.
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Cite this

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title = "Early Childhood Education for Sustainability: Research, Practice and Policy",

abstract = "The book offers an interdisciplinary perspective on early childhood education for sustainability, linking to research, practice and policy developments, in responding to the growing concerns about the environmental, economic, social and political crises in the 21st century.",

keywords = "sustainability, early childhood education, Sustainable Development Goals, environmental and social justice, spirituality, a Froebelian approach, community engagement, posthuman new materialist lens",

author = "Fengling Tang",

year = "2023",

month = sep,

day = "15",

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PB - Emerald

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Early Childhood Education for Sustainability: Research, Practice and Policy

Abstract

Keywords

Activities

Cultural/academic mobilities in higher education: the Chinese cultural heritage/political landscape and the Western neoliberal regime,

Sustainability in (post) Anthropocene and models of spiritual formation: implications and challenges of working with children and families through pluriversal ontologies

Improving children outcome through innovation at different levels in ECEC

Research output

Nurturing young children’s spirituality: blending a Froebelian approach into intergenerational engagements

Sticks, stones, pebbles and petals: ‘childhooding’ in the Posthuman lens

Spirituality in early childhood pedagogy: a Froebelian perspective

Cite this