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What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

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  • Sidsel Boldermo

    (Department of Education, Faculty of Humanities, Social Sciences and Education, UiT, The Arctic University of Norway, 9037 Tromsø, Norway)

  • Elin Eriksen Ødegaard

    (KINDknow—Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures, Faculty of Teacher Education, Arts and Sports, Western Norway University of Applied Sciences, 5063 Bergen, Norway)

Abstract

This study aimed to investigate research articles that relate to education for sustainability, primarily in early childhood, in order to describe to what extent a holistic perspective on education for sustainability has been applied, and how the social dimension is conceptualized. The review comprised research articles in Nordic Journals of Education, International Journals of Early Childhood Education, and International Journals of Education/Environmental/Sustainability education. The findings disclosed that researchers within the field of education for sustainability acknowledged, to a large extent, environmental, economic, and social aspects, and thus applied a holistic perspective. This review shows, however, that even if the social dimension were conceptualized as strongly related to topics such as social justice, citizenship, and the building of stable societies, few articles have investigated diversity, multicultural perspectives, or migrant children’s situations in the context of early childhood education for sustainability. This review discloses that the concept of belonging is rarely used in connection to migrants and refugees in research on early childhood education for sustainability. A further argument encourages the inclusion of these aspects in further research which claims social sustainability.

Suggested Citation

  • Sidsel Boldermo & Elin Eriksen Ødegaard, 2019. "What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability," Sustainability, MDPI, vol. 11(2), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:2:p:459-:d:198317
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    References listed on IDEAS

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    1. Efrat Eizenberg & Yosef Jabareen, 2017. "Social Sustainability: A New Conceptual Framework," Sustainability, MDPI, vol. 9(1), pages 1-16, January.
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    Cited by:

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    2. Wenwen Xu & Chunrui Song & Dongqi Sun & Baochu Yu, 2021. "Spatiotemporal Differentiation of the School-Age Migrant Population in Liaoning Province, China, and Its Driving Factors," Land, MDPI, vol. 10(10), pages 1-13, October.
    3. Åsta Birkeland & Liv Torunn Grindheim, 2021. "Exploring Military Artefacts in Early Childhood Education: Conflicting Perspectives on Cultural Sustainability, Belonging and Protection," Sustainability, MDPI, vol. 13(5), pages 1-12, February.
    4. Miguel Ángel Albalá Genol & Edgardo Etchezahar & Juan Ignacio Guido & Joaquín Ungaretti, 2022. "Construct Validity of the Attitudes towards Maghrebis in Education Scale (AMES)," IJERPH, MDPI, vol. 19(12), pages 1-10, June.
    5. Alicja R. Sadownik & Yvonne Bakken & Josephine Gabi & Adrijana Višnjić-Jevtić & Jennifer Koutoulas, 2021. "Unfreezing the Discursive Hegemonies Underpinning Current Versions of “Social Sustainability” in ECE Policies in Anglo–Celtic, Nordic and Continental Contexts," Sustainability, MDPI, vol. 13(9), pages 1-20, April.
    6. Eva Johansson & Yngve Rosell, 2021. "Social Sustainability through Children’s Expressions of Belonging in Peer Communities," Sustainability, MDPI, vol. 13(7), pages 1-17, March.
    7. Steven Kane Curtis & Matthias Lehner, 2019. "Defining the Sharing Economy for Sustainability," Sustainability, MDPI, vol. 11(3), pages 1-25, January.
    8. Venkatesh Murthy & Diptanshu Gaur & Korak Bhaduri, 2022. "Parents, Pupils, Pedagogues, and Policies: A Rectangle of School Education for Immigrant’s Children," Systemic Practice and Action Research, Springer, vol. 35(5), pages 607-634, October.

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