Teacher education for sustainable development and global citizenship : critical perspectives on values, curriculum and assessment /
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...
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| Format: | eBook |
| Language: | English |
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New York, NY :
Routledge,
2020.
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| Series: | Critical global citizenship education.
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| Online Access: | Connect to the full text of this electronic book |
Table of Contents:
- <P>Series Editor Foreword</P><P>CARLOS ALBERTO TORRES</P><P></P><P>Foreword</P><P>CHARLES A. HOPKINS</P><P></P><P>Introduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship </P><P>PHILIP BAMBER</P><P></P><P>PART 1 VALUES</P><P></P><P>Chapter 1: In Search of Core Values</P><P>STEPHEN SCOFFHAM</P><P>Chapter 2: How do Teachers Engage with School Values and Ethos?</P><P>ALISON CLARK</P><P>Chapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice Mentality</P><P>JEN SIMPSON</P><P></P><P>Chapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working Interculturally</P><P>FATIMA PIRBHAI-ILLICH AND FRAN MARTIN</P><P></P><P>Chapter 5: Restorative Practice: Modelling Key Skills of Peace and Global Citizenship</P><P>ROSALIND DUKE</P><P></P><P>Chapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children's Responses to Extreme Climate Events</P><P>HELEN CLARKE AND SHARON WITT</P><P></P><P>PART 2: CURRICULUM</P><P></P><P>Chapter 7: Moving Teachers' Experience from the Edge to the Centre</P><P>NEDA FORGHANI-ARANI</P><P></P><P>Chapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global Citizenship</P><P>KAREN PASHBY AND LOUISE SUND</P><P></P><P>Chapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for Sustainability</P><P>ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF</P><P></P><P>Chapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood</P><P>MALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYA</P><P></P><P>Chapter 11: Seeking to Unsettle Student Teachers' Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural World</P><P>HELEN CLARKE AND SHARON WITT</P><P></P><P>Chapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern Italy</P><P>SARA FRANCH</P><P></P><P>PART 3 ASSESSMENT</P><P></P><P>Chapter 13: 'Zero is where the Real Fun Starts'
- Evaluation for Value(s) Co-Production</P><P>KATIE CARR AND LEANDER BINDEWALD</P><P></P><P>Chapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?</P><P>ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF</P><P></P><P>Chapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project</P><P>ANGELA DALY AND JULIE BROWN</P><P></P><P>Chapter 16: Evaluating an International Approach within Teacher Education to the Refugee Crisis</P><P>CHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNON</P><P></P><P>Chapter 17: Measuring Teachers' Impact on Young Peoples' Attitudes and Actions as Global Citizens</P><P>BARBARA LOWE AND LIZ ALLUM</P><P></P><P>Conclusion: Empathy, Adaptability, Moderation and Sharing</P><P>VICTORIA W. THORESEN</P>