Education for Sustainable Development in the Postcolonial World
Towards a Transformative Agenda for Africa
Education for Sustainable Development (ESD) lies at the heart of global, regional and national policy agendas, with the goal of achieving socially and environmentally just development through the provision of inclusive, equitable quality education for all. Realising this potential on the African continent, however, calls for radical transformation of policy and practice. Developing a transformative agenda requires taking account of the ‘learning crisis’ in schools, the inequitable access to a good quality education, the historical role of education and training in supporting unsustainable development, and the enormous challenges involved in complex system change.
In the African continent, sustainable development entails eradicating poverty and inequality, supporting economically sustainable livelihoods within planetary boundaries, and averting environmental catastrophe, as well as dealing with health pandemics and security threats. In addressing these challenges, the book:
- explores the meaning of ESD for Africa in the context of the ‘postcolonial condition’
- critically discusses the Sustainable Development Goals (SDGs) as well as regional development agendas
- draws on a wealth of research evidence and examples from across the continent
- engages with contemporary debates about the skills, competencies and capabilities required for sustainable development, including decolonising the curriculum and transforming teaching and learning relationships
- sets out a transformative agenda for policy-makers, practitioners, NGOs, social movements and other stakeholders based on principles of social and environmental justice.
Education for Sustainable Development in the Postcolonial World is an essential read for anyone with an interest in education and socially and environmentally just development in Africa.
Table of Contents
Glossary of Acronyms; Dedication; Acknowledgements; Foreword; Chapter One: Setting the Scene; Chapter Two: Introducing Complex Systems; Chapter Three: Towards a Framework for Conceptualising Education for Sustainable Development; Chapter Four: Globalisation and the Postcolonial Condition; Chapter Five: Africa and the Global Governance of Education; Chapter Six: The Regional and National Governance of Education; Chapter Seven: From Colonial Education to the SDGs; Chapter Eight: Decolonising the Curriculum; Chapter Nine: Towards a Transformative Pedagogy; Chapter Ten: Towards a Transformative Agenda; References
Leon Tikly is UNESCO Chair in Inclusive, Quality Education at the University of Bristol, UK.