264 pages | 9 B/W Illus.
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:
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.
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
Foundations and Futures of Education focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on the purposes and nature of education; increasing interdisciplinarity within the field; and the theory-practice divide.