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

Featured Projects

Young People’s Education and Employment Aspirations in Geelong

The project will provide Geelong region stakeholders with a strong evidence base over 3 years to co-design innovative interventions to foster the education and employment aspirations of young people from disadvantaged backgrounds in Geelong.

Micro-Credential for Neurodiverse Young People in Whittlesea

This project supports neurodiverse young people in completing a Micro-Credential in Co-Design for Diversity and Inclusion and to evaluate their progress in successfully achieving this in Whittlesea.
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Blog

Reflections on Doing Video Based Interviews With Young People

In this video/blog 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 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.
14 March 2024
Young People and the Climate Crisis

Reengaging Culturally and Linguistically Diverse (CALD) young people in the senior years of schooling: the promise of ‘wild pedagogies’: Part 4

Part Four of a four-part blog series in which YPSFL Research Associate 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.
4 December 2023
More blogs

Mar 17

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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

Mar 9

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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

Dec 4

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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

Nov 28

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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 ⁠ ⁠

Nov 23

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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

Nov 21

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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

Nov 16

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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

Nov 16

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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

Oct 17

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NEW BLOG POST: ⁠ 🌱🏭️"Geelong’s Little Malop Street Mall: public space and patterns of disadvantage in a post-industrial city: Part 2"🎡💡⁠ ⁠ In a two-part series on our blog, Meave Noonan explores the ways in which local economic development actors have sought to ‘fix’ the Little Malop Street Mall in recent times – and the limitations of these approaches. She asks, 'as Geelong pursues its "clever and creative" vision, what would it mean to make the city centre inclusive and accessible for people from all walks of life? What would that look like?'⁠ ⁠ The trendy 'Western' end of Little Malop Street is regarded as a success story of efforts to revitalise Geelong’s CBD, home to boutique bars, cafes and restaurants. Across Moorabool Street, in the beleaguered mall, it is similarly property developers and business interests who are seeking to spearhead ‘revitalisation’ efforts - the Hamilton Property Group's redevelopment of the former Regent Theatre is a case in point. The Hamilton Group's stock-in-trade is to take key pieces of Geelong's industrial-era real estate and transform them into high-end commercial office space. ⁠ ⁠ However, while the factories were places of social and economic significance in the local community during the years of their operation, the spaces they are replaced with will have questionable utility to large sections of the population, beyond a select few investors and entrepreneurs.⁠ ⁠ Read more on our blog. Link in bio⁠ ⁠ #Geelong #sustainablefutures #postindustrialcity #cleverandcreative #publicspace #rightothecity #gentrification #space #place #class #postpandemicGeelong @g21_geelong_region @geelongregionllen @cityofgreatergeelong @headspacegeelong

Oct 16

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NEW BLOG POST: ⁠ 🌱🏭️"Geelong’s Little Malop Street Mall: public space and patterns of disadvantage in a post-industrial city"🎡💡⁠ ⁠ "You look at the main street of Geelong and the bus stop that’s down there...you’ve always got people talking to themselves, drinking, smoking, yelling. There’s just kind of a sense of chaos around there. It’s just yeah, bit chaotic."⁠ ⁠ This is how Emilie, one of the young people participating in our research in Geelong, describes the city centre. When Geelong people think of 'Market Square' they typically think of the large, multistorey shopping centre that bears this name, and the 'Mall', the adjoining sliver of public space with a chequered history. ⁠ ⁠ The piece of land bordered by Malop, Little Malop, Moorabool and Yarra Streets was earmarked by Geelong's 19th century surveyors for a 'town square', a place where essential civic matters could take place. In a new two-part series on our blog, Meave Noonan argues that the 'Mall' is a poor excuse for a town square. In recent decades the Mall has been the setting for a string of violent incidents, the stigma surrounding this space completely out of proportion to its size. And while conservative commentators are quick to demonise the 'mallrats' - those people who rely most heavily on the mall as a public space and who authorities view as 'undesirable' types of people engaged in 'undesirable' activities - it is not their fault that the Mall has failed as a community-oriented public space. ⁠ ⁠ Read more on our blog. Link in bio⁠ ⁠ #Geelong #sustainablefutures #postindustrialcity #postpandemicGeelong #publicspace #righttothecity #disadvantage #class #gentrification #space #place @g21_geelong_region @geelongregionllen @cityofgreatergeelong⁠