Teacher Education for Sustainable Development and Global Citizenship (eBook, PDF)

Critical Perspectives on Values, Curriculum and Assessment
Redaktion: Bamber, Philip

• Format: PDF

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 258
• Erscheinungstermin: 13. Juni 2019
• Englisch
• ISBN-13: 9780429762833
• Artikelnr.: 56985225

Autorenporträt

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