TY - JOUR
T1 - “Hard to Reach” or “Accessible When Approached”? Sustainable Development Discussions with Marginalized Pupil Groups
AU - Brooks-Wilson, Sarah
AU - Snell, Carolyn
PY - 2012
Y1 - 2012
N2 - Now an integral part of the English and Welsh education system, the flexible concept of sustainable development can support a range of pupil engagement. However, despite consultations with young people now being commonplace, some groups remain excluded from key discussions. This paper will describe how marginalized pupil groups readily engaged in discussions about their unique engagement with sustainability, with visual tools supporting their communication of complex ideas. The ease with which these “hard to reach” pupils were accessed suggests they should be reconceptualized as “accessible when approached”—recognizing their highly involved engagement with sustainability, and expanding their inclusion in important discussions.
AB - Now an integral part of the English and Welsh education system, the flexible concept of sustainable development can support a range of pupil engagement. However, despite consultations with young people now being commonplace, some groups remain excluded from key discussions. This paper will describe how marginalized pupil groups readily engaged in discussions about their unique engagement with sustainability, with visual tools supporting their communication of complex ideas. The ease with which these “hard to reach” pupils were accessed suggests they should be reconceptualized as “accessible when approached”—recognizing their highly involved engagement with sustainability, and expanding their inclusion in important discussions.
KW - sustainability, marginalized, participation, visual methods, special
UR - http://www.jstor.org/stable/10.7721/chilyoutenvi.22.2.0001
U2 - 10.7721/chilyoutenvi.22.2.0001
DO - 10.7721/chilyoutenvi.22.2.0001
M3 - Article
SN - 1546-2250
VL - 22
SP - 1
JO - Children, Youth and Environments
JF - Children, Youth and Environments
IS - 2
ER -