1st Edition

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

Edited By Philip Bamber Copyright 2020
    258 Pages
    by Routledge

    258 Pages 26 B/W Illustrations
    by Routledge

    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.

    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

    Biography

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