"What is often missing from research and policy making is research that is genuinely led and presented by children and young people. Children’s meanings and concepts are sometimes at odds with complex theoretical framings of what they do. It is important to listen to children’s emergent voices more, with an eye to their own framings and understandings."
"Education for sustainability is an important prerequisite for the gradual realisation of sustainable development goals. Such education should not only concern the appropriation of relevant knowledge but also the development of the sensitivity and willingness to accept responsibility with regards to ecological and environmental issues. Sensitivity and willingness to accept responsibility enables children and young people to shape their own lives and living spaces as to safeguard and promote sustainable development. Education for sustainable development implies a reflective and affective understanding of education, in this frame."
“Education is endless interaction between enculturation and enlightening; without enculturation, education as enlightening is dangerous, without enlightening, education as enculturation is thoughtless.”
"Education policy makers across the globe are currently preoccupied with various kinds of reforms. However, one should ask: do educational reforms actually improve the quality of schools or do they just result in teachers and students enduring long lists of government initiatives and political panics? Any reform that ignores the local community histories, school cultures and the needs of contemporary students is doomed to fail. When policy makers think of future developments in education, they should rather leave more space and autonomy for the teachers and students to shape these developments, rather just require them to “embrace” top-down educational policies."
“If schools aim to promote critical participation and learning, new forms of language organization and discourse practices must be reflected upon and developed, creating possible resources from which participants can make choices about the ways they will participate in specific and determined social contexts.”