We are a collaborative research lab for co-designing young people’s sustainable futures in times of crisis and disruption.

You’re invited to join us for the online launch of our mini-documentary Crisis + Change + Growing Up in Geelong, and the final report from the research project: COVID-19 and Disadvantaged Young People’s Education and Employment Aspirations: A Longitudinal Study of Young People’s Transitions in Geelong. ⁠
⁠
This webinar will showcase the voices of young people in Geelong as they examine their experiences of the pandemic, and reflect on their changing hopes and aspirations in the context of this and other crises. It will also outline and invite discussion of a number of key findings and recommendations from the research project.⁠
⁠
The event will be the first in a series of: Intergenerational Dialogues for a Planet in Crisis⁠
⁠
When⁠
11.00 am—12.00 pm AEST Wednesday 31 July 2024.⁠
⁠
Where⁠
Online via Zoom. Eventbrite registration here:⁠
https://www.eventbrite.com.au/e/crisis-change-growing-up-in-geelong-registration-924103898637?aff=REDIwebsite
You’re invited to join us for the online launch of our mini-documentary Crisis + Change + Growing Up in Geelong, and the final report from the research project: COVID-19 and Disadvantaged Young People’s Education and Employment Aspirations: A Longitudinal Study of Young People’s Transitions in Geelong. ⁠
⁠
This webinar will showcase the voices of young people in Geelong as they examine their experiences of the pandemic, and reflect on their changing hopes and aspirations in the context of this and other crises. It will also outline and invite discussion of a number of key findings and recommendations from the research project.⁠
⁠
The event will be the first in a series of: Intergenerational Dialogues for a Planet in Crisis⁠
⁠
When⁠
11.00 am—12.00 pm AEST Wednesday 31 July 2024.⁠
⁠
Where⁠
Online via Zoom. Eventbrite registration here:⁠
https://www.eventbrite.com.au/e/crisis-change-growing-up-in-geelong-registration-924103898637?aff=REDIwebsite
Reflections on Doing Video Based Interviews With Young People..⁠
⁠
Other researchers have suggested that video interviews can be an engaging research method, are a popular choice among participants, and can provide a more ‘private’ space for participants to discuss their concerns and interests (Jenner and Myers 2019). As in all qualitative research, some young people have been more expansive and thoughtful than others, and became ‘key participants’ across our projects.⁠
⁠
In an extended Youtube video ( https://youtu.be/akINJKzCJ_A ) we reflect on some of the technological and ethical challenges and opportunities that come from using video-capture technologies in research with young people. ⁠
⁠
We also consider some of the reasons why young people – so often imagined a ‘digital natives’ – might feel more comfortable consuming digital video content rather than producing content. Finally, we highlight the powerful possibilities for engaging young people in these ways – not only in terms of research, but also where stakeholders want to promote young people’s participation and voice.⁠
⁠
Check out our recent blog post - link in bio - for details!⁠
⁠
#videoresearch #youngpeople #sustainablefutures #codesign #research #videomethods #generations #youthvoice
At the Young People's Sustainable Futures Lab we are looking for funding support, partners and collaborators - local, national, regional and global - for an exciting new project..⁠
⁠
Project Brief..⁠
This 3 year action research project aims to co-design four digitally badged, gamified micro-credentials to enhance young people’s literacies of Net Zero Futures. The project will engage various stakeholders, including young people (16-24), educational institutions, communities, businesses, unions, and governments, with a focus on empowering young people for a rapidly changing world of work and life. By engaging young people in gamified, world-building learning experiences about sustainable, regenerative, and just futures, we aim to foster new aspirations, resilience, and capabilities among young people in different places in response to planetary wide challenges. ⁠
⁠
Project Outputs..⁠
·  A suite of 4 gamified and digitally badged micro-credentials for young people's Net Zero Futures literacies.⁠
·  A web-based platform/smartphone app to deliver courses.⁠
·  The digital architecture to support a global program of micro-credentials for sustainable, regenerative, and just futures.⁠
·  Ongoing action research evaluations and impact reports to inform future programs.⁠
Project Outcomes⁠
·  Increased literacy among young people regarding Net Zero Futures, equipping them for future employment and livelihood opportunities.⁠
·  Enhanced aspirations, well-being, and resilience in the face of uncertainties.⁠
·  A global platform for accessible and portable micro-credentials.⁠
·  The cultivation of ethical innovation and co-design practices.⁠
·  Broader access to learning opportunities for young people and communities worldwide, aligning with sustainable, regenerative, and just future goals.⁠
⁠
#netzerofutures #youngpeople #microcredentials #gamification ⁠
 #boundlessearth #mikecannonbrookes
NEW BLOG POST: 🚵🦓 "Reengaging Culturally and Linguistically Diverse (CALD) young people in the senior years of schooling: the promise of ‘wild pedagogies’" 🌲🦠⁠
⁠
In a four-part series on our blog, Grace McKerras explores 'wild pedagogies' as a recent conceptual framework under the banner of regenerative education. She argues that wild pedagogies, with their focus on place-based learning and experiential learning, have the potential to reengage CALD young people in education. ⁠
⁠
CALD and refugee young people face unique challenges and barriers in the education setting, with the experience of discrimination and racism, and communication barriers, among other factors, negatively impacting on their sense of belonging. There is an emergent body of research demonstrating the benefits of wild pedagogy approaches in promoting student wellbeing, engagement, communication skills and cross-cultural awareness. ⁠
⁠
Parts 3 and 4 now up on our blog. Link in bio⁠
⁠
#Anthropocene #polycrisis #youngpeople #education #diversity  #disengagement #CulturallyandlinguisticallyDiverse #CALD #HighSchool #Refugee #at-risk #FlexibleLearningPrograms #FLPs #alternativeeducation #reengagement #Regenerativeeducation #wildpedagogies #wildpedagogy #experientiallearning #placebasedlearning
NEW BLOG POST: 🥁🤲🏽 "Reengaging Culturally and Linguistically Diverse (CALD) young people in the senior years of schooling: the promise of ‘wild pedagogies’" 🐢🦋⁠
⁠
In a new four-part series on our blog, Grace McKerras explores the proposition that ‘wild pedagogies’, as an element of a wider framework of regenerative education, have the potential to reengage CALD young people in the senior years of schooling. We are living in a time of 'polycrisis', the key elements of which include the COVID-19 pandemic, a global recession, and increasing geopolitical instability.⁠
⁠
Research indicates that the effects of such changes are being felt by students within the Australian education system, with both CALD students and the broader student population experiencing higher rates of disengagement, lower attendance, and reduced Year 12 completion rates. Alternative pathways, which emphasise personalised and culturally responsive approaches, have been recommended for 'at-risk' students in supporting their acculturation and re-engagement in education.⁠
⁠
Parts One and Two now up on our blog. Link in bio⁠
⁠
#anthropocene #polycrisis #youngpeople #education #diversity #disengagement #CulturallyandlinguisticallyDiverse #CALD #HighSchool #Refugee #FlexibleLearningPrograms #FLPs #alternativeeducation #re-engagement #Regenerativeeducation #wildpedagogies #wildpedagogy #experientiallearning #place-basedlearning ⁠
⁠
NEW BLOG POST: 🌱🐞 "Young people’s health and well-being in a state of perma-crisis: Exploring the promise of regenerative education: Part 4" 🦎🌼⁠
⁠
In the final blog post of this series exploring the promise of regenerative education, Alison Read argues that the permacrisis has created a catalyst for change of the education system: 'The changes need to provide the skills for students to develop capacity to analyse the complexity of problems, to encourage inner reflection while understanding the relationship between their inner self and the environment in which they inhabit.'⁠
⁠
She argues that the pedagogy of Regenerative Education is one that can be implemented within the current curriculum framework. ⁠
The Green School in Bali (pictured) and the Woodleigh School southeast of Melbourne are just two examples of schools implementing regenerative concepts and practices. 'There are others worldwide and the movement is growing'.⁠
⁠
Read more on our blog. Link in bio⁠
⁠
#permacrisis #climatecrisis #youngpeople #sustainablefutures #regenerativeeducation #education #greenschool #anthropocene #wellbeing
NEW BLOG POST: 🙏🐸 "Young people’s health and well-being in a state of perma-crisis: Exploring the promise of regenerative education: Part 3" 🌲☀️⁠
⁠
Alison Read continues her exploration of regenerative education with a look at the benefits of place-based education and connection to country as positive influences on physical and psychological wellbeing. ⁠
⁠
She argues that 'in this time of crisis we need to look backward to see the path forward, with Indigenous connection to country and ways of knowing offering systematic solutions to our most wicked problems'.⁠
⁠
Read more on our blog. Link in bio⁠
⁠
#permacrisis #climatechange #climatecrisis #sustainablefutures #education #youngpeople #regenerativeeducation #placebasededucation #wellbeing #connectiontocountry #forestbathing
NEW BLOG POST: 🗺️🌤️"Young people’s health and well-being in a state of perma-crisis: Exploring the promise of regenerative education: Part 2" 💭🐝⁠
⁠
In Part 2 of a four-part series on our blog, Alison Read looks at young people's mental health in a time of permacrisis. Across multiple recent surveys, climate change continues to rate as a key concern for young people, giving rise to 'eco anxiety'. And the education approaches of the past have been part of the problem, not the solution. Traditionally, environmental education has been designed and delivered according to an academic model where students learn about the environment in the classroom through transfer of knowledge from teacher to student, an approach that is removed from students’ lived reality and leads to a lack of motivation and engagement.⁠
⁠
As Alison argues, regenerative education is an approach that can empower young people as educators, and in doing so, support their flourishing and wellbeing. ⁠
⁠
Read more on our blog. Link in bio⁠
⁠
#youngpeople #mentalhealth #ecoanxiety #sustainablefutures #climatechange #climatecrisis #wellbeing #education #regenerativeeducation #anthropocene #permacrisis
NEW BLOG POST: 🌍️😷 "Young people’s health and well-being in a state of perma-crisis: Exploring the promise of regenerative education: Part 1" 👩‍🏫🌱⁠
⁠
In a new four-part series on our blog, Alison Read asks 'Can a pedagogy of regenerative education and related learning theories, support young people’s ongoing wellbeing during the permacrisis?'⁠
⁠
Many commentators have suggested we are in a state of 'permacrisis', with the aftershocks of the COVID-19 pandemic continuing to be felt, and a multitude of ecological, social, geopolitical and economic threats emerging. However, the permacrisis can be a catalyst for change, and an opportunity to look at alternative pathways and ways of thinking. ⁠
⁠
As Alison argues, Regenerative education should be investigated not as an alternative or extra content to deliver but something that can be incorporated within the curriculum of the current framework of education policy. This framework is one that can make young people feel empowered to act, create a connected community, support their ongoing well-being, and bring a sense of equity. ⁠
⁠
Read more on our blog. Link in bio⁠
⁠
#permacrisis #covid19 #pandemic #climatechange #capitalism #education #regenerativeeducation #youngpeople #sustainablefutures #climatecrisis #anthropocene