A critical analysis of ecological sustainability ideology in award-winning early children’s literature

White, Peta J., Auld, Glenn and Wells, Muriel 2020, A critical analysis of ecological sustainability ideology in award-winning early children’s literature, Australian Journal of Environmental Education, pp. 1-12, doi: 10.1017/aee.2020.27.

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Title A critical analysis of ecological sustainability ideology in award-winning early children’s literature
Author(s) White, Peta J.ORCID iD for White, Peta J. orcid.org/0000-0002-0225-5934
Auld, GlennORCID iD for Auld, Glenn orcid.org/0000-0001-7875-2972
Wells, Muriel
Journal name Australian Journal of Environmental Education
Start page 1
End page 12
Total pages 12
Publisher Cambridge University Press
Place of publication Cambridge, Eng.
Publication date 2020
ISSN 0814-0626
2049-775X
Keyword(s) ecological sustainability
children’s literature
critical discourse analysis
education for sustainability
pillars of sustainability
Summary Abstract A framework to critically consider the ecological sustainability messaging in children’s literature is presented to authors, illustrators and editors, as well as teachers, parents and students/children. We have applied this framework to three books from the Children’s Book Council of Australia (CBCA) 2015 Notables list using critical discourse analysis (CDA). Findings suggest that there are themes and images in these award-winning texts that do not support ecological sustainability and we argue that children’s literature should be judged with criteria including ecological sustainability. Our hope is that ecological sustainability principles and practices lead to changes in social discourse through intergenerational storytelling.
Notes FirstView Article
Language eng
DOI 10.1017/aee.2020.27
Indigenous content off
Field of Research 05 Environmental Sciences
13 Education
16 Studies in Human Society
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30144721

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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