Teacher Education for Sustainable Development and Global Citizenship: Critical Perspectives on Values, Curriculum and Assessment, 1st Edition (Hardback) book cover

Teacher Education for Sustainable Development and Global Citizenship

Critical Perspectives on Values, Curriculum and Assessment, 1st Edition

Edited by Philip M Bamber

Routledge

232 pages | 26 B/W Illus.

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Hardback: 9781138385511
pub: 2019-07-02
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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

About the Editor

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

About the Series

Critical Global Citizenship Education

Globalization and the Politics of Equity and Inclusion

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU043000
EDUCATION / Comparative
EDU053000
EDUCATION / Training & Certification