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The chapter contributes to actualising the concept of glocal/glocality/glocalisation within a frame of cultural-historical perspectives, in the field of early childhood education towards sustainability. The visionary aim is to bring hope and open up for new possibilities to education and societies and the research aim is to conceptualise and expound on ‘glocal’ pedagogies in the context of enrichment of practices in early childhood education. The chapter explores and illustrates how a ‘glocal’ pedagogy can engage children in ecological and spatial imagining and thereby enrich children’s formative development, building a glocal mindset. Over time, cultural-historical perspectives have been developed to understand the social and material conditions for development and childhood (Hedegaard, M., Studying Children: A Cultural-historical Approach. Open University Press, 2008; Hedegaard, M., & Chaiklin, S., Radical-locing and Learning: A Cultural-Historical Approach. Aarhus University Press, 2005; Fleer, M., Hedegaard M., Ødegaard, E. E. & Værum Sørensen, H., Qualitative Studies of Exploration in Childhood Education: Cultures of Play and Learning in Transition. Bloomsbury Publishing, 2021) and here the material conditions will include spatial and geographical dimensions. The illustrative case will be the project One Ocean: Exploration—Ocean Portrait, a local arts and pedagogy project seeking to establish a wide material approach, a sensory, aesthetic, poetic, geographical, and ecological angle to ocean literacy for children. Moreover, I will use cultural-historical concepts such as the worldview (Veresov, N., Mediterranean Journal of Social Sciences 6:570−574, 2015), artefact (Anh, D. T. K., & Marginson, S., Critical Studies in Education 54:143−159, 2013; Wartofsky, M. W., Gould, C. C., & Cohen, R. S., Artifacts, Representations, and Social Practice: Essays for Marx Wartofsky. Kluwer Academic Publishers, 1994), play (Vygotsky, L., Voprosy psikhologii 12:62−76, 1966; Vygotsky, L. S., Journal of Russian and East European psychology 42:7−97, 2004), and imagination (Pelaprat, E., & Cole, M., Integrative Psychological and Behavioral Science 45:397−418, 2011) to expound how children can shape a glocal awareness in a local institutional setting. In addition, and importantly, I will add an often-neglected aspect in cultural-historical theorisation, namely the meaning and impact of geographical landscapes, more specifically coastal landscapes or waterscapes, to actualise concepts and practices of actualisation for the UN Ocean Decade and the knowledge production for Sustainable futures in a generational perspectives; namely for the children and their futures.

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Building Glocal Mindsets in Early Childhood Education: A Pedagogical Response to the UNESCO Decade of Ocean Science

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  • 发表日期：

    2025年

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  • Elin Eriksen Ødegaard

摘要

The chapter contributes to actualising the concept of glocal/glocality/glocalisation within a frame of cultural-historical perspectives, in the field of early childhood education towards sustainability. The visionary aim is to bring hope and open up for new possibilities to education and societies and the research aim is to conceptualise and expound on ‘glocal’ pedagogies in the context of enrichment of practices in early childhood education. The chapter explores and illustrates how a ‘glocal’ pedagogy can engage children in ecological and spatial imagining and thereby enrich children’s formative development, building a glocal mindset. Over time, cultural-historical perspectives have been developed to understand the social and material conditions for development and childhood (Hedegaard, M., Studying Children: A Cultural-historical Approach. Open University Press, 2008; Hedegaard, M., & Chaiklin, S., Radical-locing and Learning: A Cultural-Historical Approach. Aarhus University Press, 2005; Fleer, M., Hedegaard M., Ødegaard, E. E. & Værum Sørensen, H., Qualitative Studies of Exploration in Childhood Education: Cultures of Play and Learning in Transition. Bloomsbury Publishing, 2021) and here the material conditions will include spatial and geographical dimensions. The illustrative case will be the project One Ocean: Exploration—Ocean Portrait, a local arts and pedagogy project seeking to establish a wide material approach, a sensory, aesthetic, poetic, geographical, and ecological angle to ocean literacy for children. Moreover, I will use cultural-historical concepts such as the worldview (Veresov, N., Mediterranean Journal of Social Sciences 6:570−574, 2015), artefact (Anh, D. T. K., & Marginson, S., Critical Studies in Education 54:143−159, 2013; Wartofsky, M. W., Gould, C. C., & Cohen, R. S., Artifacts, Representations, and Social Practice: Essays for Marx Wartofsky. Kluwer Academic Publishers, 1994), play (Vygotsky, L., Voprosy psikhologii 12:62−76, 1966; Vygotsky, L. S., Journal of Russian and East European psychology 42:7−97, 2004), and imagination (Pelaprat, E., & Cole, M., Integrative Psychological and Behavioral Science 45:397−418, 2011) to expound how children can shape a glocal awareness in a local institutional setting. In addition, and importantly, I will add an often-neglected aspect in cultural-historical theorisation, namely the meaning and impact of geographical landscapes, more specifically coastal landscapes or waterscapes, to actualise concepts and practices of actualisation for the UN Ocean Decade and the knowledge production for Sustainable futures in a generational perspectives; namely for the children and their futures.