We want to march too
Climate change and young children’s advocacies
Bibliographic Data
| ID | 6426331 |
|---|---|
| Authors | Dana Frantz Bentley (0000-0003-1585-0254, Buckingham Browne & Nichols), Erika Thulin Dawes (Lesley University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Pages | 447-459 |
| Publication date | 2025-10-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/20436106251370379 |
| OpenAlex | W4414773232 |
| Language | EN |
| References cited | 5 |
Young children are impacted by the realities of climate change every day. They sweat in the heat, breathe smokey air, wonder at the lack of snow in winter, and watch as catastrophic storms flood their communities. Questions and provocations follow from this engagement. For example: How might we generatively engage children with the issue of climate change? How might children see themselves as agents of change in the face of the climate crisis? What does it mean to position young children as advocates? This case study examines the critical work of one PreKindergarten class as they make collaborative meaning about climate change through children’s literature and the critical cycle of culture circles. Through narratives, we explore the collaborative pedagogies and resources positioning the community as informed advocates in the larger world
Children's Rights and Participation · Early Childhood Education and Development · Environmental Education and Sustainability
| Citation velocity | historical |
|---|---|
| Highly cited | No |