Teacher Education for Sustainable Development and Global Citizenship
Proposal review
Critical Perspectives on Values, Curriculum and Assessment
Contributor(s)
Bamber, Philip (editor)
Collection
Knowledge Unlatched (KU)Language
EnglishAbstract
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.
Keywords
assessment; climate change; critical global citizenship education; curriculum studies; educational politics; global citizenship; inclusive education; politics of education; politics of equity; Sustainable Development Goals; sustainable development; Teacher Education; UNESCODOI
10.4324/9780429427053ISBN
9781138385511, 9780429427053Publisher
Taylor & FrancisPublisher website
https://taylorandfrancis.com/Publication date and place
2019Grantor
Imprint
RoutledgeSeries
Critical Global Citizenship Education,Classification
Education