Teacher Education for Sustainable Development and Global Citizenship : Critical Perspectives on Values, Curriculum and Assessment book cover
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Teacher Education for Sustainable Development and Global Citizenship
Critical Perspectives on Values, Curriculum and Assessment

Edited By

Philip Bamber





ISBN 9781138385511
Published June 24, 2019 by Routledge
258 Pages 26 B/W Illustrations

 
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Book Description

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 UNESCO’s 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.

Table of Contents

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 Children’s 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

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Editor(s)

Biography

Philip Bamber is associate professor of education at Liverpool Hope University, UK.