This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment.
Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCOs Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society.
This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.
Series Editor Foreword
CARLOS ALBERTO TORRES
Foreword
CHARLES A. HOPKINS
Introduction: Reconnecting research, policy and practice in education for
sustainable development and global citizenship
PHILIP BAMBER
PART 1 VALUES
Chapter 1: In Search of Core Values
STEPHEN SCOFFHAM
Chapter 2: How do Teachers Engage with School Values and Ethos?
ALISON CLARK
Chapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality
towards a Social Justice Mentality
JEN SIMPSON
Chapter 4: Understanding Hospitality and Invitation as Dimensions of
Decolonising Pedagogies when Working Interculturally
FATIMA PIRBHAI-ILLICH AND FRAN MARTIN
Chapter 5: Restorative Practice: Modelling Key Skills of Peace and Global
Citizenship
ROSALIND DUKE
Chapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that
Challenge Childrens Responses to Extreme Climate Events
HELEN CLARKE AND SHARON WITT
PART 2: CURRICULUM
Chapter 7: Moving Teachers Experience from the Edge to the Centre
NEDA FORGHANI-ARANI
Chapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical
Scholarship in Education for Sustainable Development and Global Citizenship
KAREN PASHBY AND LOUISE SUND
Chapter 9: Bat Conservation in the Foundation Stage: An Early Start to
Education for Sustainability
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 10: Advocating for Democratic, Participatory Approaches to Learning
and Research for Sustainability in Early Childhood
MALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYA
Chapter 11: Seeking to Unsettle Student Teachers Notions of Curriculum:
Making Sense of Imaginative Encounters in the Natural World
HELEN CLARKE AND SHARON WITT
Chapter 12: Reconceptualising Citizenship Education towards the Global, the
Political, and the Critical: Challenges and Perspectives in a Province in
Northern Italy
SARA FRANCH
PART 3 ASSESSMENT
Chapter 13: Zero is where the Real Fun Starts - Evaluation for Value(s)
Co-Production
KATIE CARR AND LEANDER BINDEWALD
Chapter 14: Rating Education for Sustainable Development in the Early Years:
a Necessity or a Challenge?
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 15: Results, Results, Results: Seeking Spaces for Learning in a
European Global Learning and STEM Project
ANGELA DALY AND JULIE BROWN
Chapter 16: Evaluating an International Approach within Teacher Education to
the Refugee Crisis
CHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNON
Chapter 17: Measuring Teachers Impact on Young Peoples Attitudes and
Actions as Global Citizens
BARBARA LOWE AND LIZ ALLUM
Conclusion: Empathy, Adaptability, Moderation and Sharing
VICTORIA W. THORESEN
Philip Bamber is associate professor of education at Liverpool Hope University, UK.
