How Schools and Secondary Education Institutions Work to Promote Degrowth Principles: An Exploration of Sustainability Efforts in Barcelona.

The role of schools in promoting ecosocial transition practices is critical. This includes not only how schools foster environmental education in the curriculum but also how, in doing so, they move towards forms of participatory governance that have in their principles degrowth economics, ecofeminist approaches, and social inclusion policies. In this paper, based on the data generated in the context of the ECOSOCITIES project and explicitly on the map "Escoles + Sostenibles" from the Ajuntament of Barcelona, we ask ourselves about the nature of the ecological transition practices that schools promote. We observe how schools' ecological practices may be a clue to fostering new public policy instruments for economic well-being, the fight against social inequalities, and the fostering of community resilience. In this sense, we observe the different intervention agencies through which schools can work to promote transition dynamics (in the classroom, in school cloisters, through the associations of children's relatives, through work platforms with other schools, through municipal plans for the development of educational environments, or in within professional teacher associations). We approach a broad diversity of experiences, such as improving the pacification of cities, green paths or the physical environment that leads to school; the enhancement of the community ecosystem of the territory and its expanded education opportunities; the work on eco-dependency, the custody of biodiversity and the claim for air quality; or the impetus geared by gender commissions that work around the comprehensive rethinking of the forms of structural violence within school organisations.