This book explores critical perspectives on the role of curriculum, values and assessment, and develops new understandings of education for sustainable development and global citizenship (ESD/GC) for research, policy and practice.
This book explores critical perspectives on the role of curriculum, values and assessment, and develops new understandings of education for sustainable development and global citizenship (ESD/GC) for research, policy and practice.
Philip Bamber is associate professor of education at Liverpool Hope University, UK.
Inhaltsangabe
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
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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