What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto-making to identify young people's (aged 16–18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educational priorities at the levels of classroom, school, community and policy, based on consensus between teacher and youth perspectives. Whilst consensus-seeking comes with a risk of favouring ‘soft’ actions which reinforce unsustainable practices and systems, the process of identifying more desirable futures and immediate barriers that must be negotiated to reach them has the potential to create spaces for more critical pedagogies and practices. There is a need for policy makers and school leaders to recognise the interests of teachers and young people to enable greater participation in decision making at different scales, and to ensure that those with the greatest capacity bear their burden of responsibility for education for environmental sustainability.

中文翻译：

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环境可持续性教育的教师和青年优先事项：共同创建的宣言

将环境可持续性置于教育的核心意味着什么？本文描述了一个包容性、参与性的宣言制定过程，以确定年轻人（16-18 岁）和教师在英国环境可持续性教育方面的优先事项。通过对 200 多名参加未来和可视化研讨会的教师和年轻人的定性数据的分析，我们根据教师和青年观点之间的共识，确定了课堂、学校、社区和政策层面的关键教育优先事项。虽然寻求共识会带来偏爱“软”行动的风险，这些行动会强化不可持续的做法和系统，确定更理想的未来和必须通过谈判才能实现的直接障碍的过程有可能为更重要的教学法和实践创造空间。政策制定者和学校领导需要认识到教师和年轻人的利益，以便更多地参与不同规模的决策，并确保最有能力的人承担环境可持续性教育的责任。