Abstract: this presentation will consider difficult dialogues that may happen with your students or young children through either provocations or natural, historic and authentic experiences. The examples reflect an International dialogue of difficulty, that draw on colonialism from the past, and aggression that is now happening currently in the Ukraine. It focuses on how as a practitioner, you can support either students or young children in coping with the tensions due to barriers ( in this case fences) that are erected either visibly or invisibly in children’s lives and the consequences of them. I will ask you to reflect on how fences are used to maintain a discourse of power and privilege and how using the Sustainable Development Goals (UNESCO 2015) can provide organic and supportive ways forward.
Dr Diane Boyd’s experience is varied with over 40 years of education teaching a range of children from 3 – 11 years as an early years, infant and primary teacher. Additionally, for the last 18 years Diane has worked in HE supporting students in understanding early childhood on a variety of programmes. The modules and research Diane leads have a strong underpinning on education for sustainability, challenging students to become climate activists and to empower young children’s agency. Diane’s passion to provoke ECEC sustainable practice has produced a variety of sustainable resource packs in Ireland, Australia and England to inspire and impact sustainable practice.