LEADER 05894oam 2200769I 450 001 9910545197303321 005 20220928102152.0 010 $a9780429762826 010 $a0429762828 010 $a9780429427053 010 $a0429427050 010 $a9780429762833 010 $a0429762836 024 8 $ahttps://doi.org/10.4324/9780429427053 035 $a(CKB)4100000008487889 035 $a(PPN)285167898 035 $a(MiAaPQ)EBC5789333 035 $a(OCoLC)1104687255$z(OCoLC)1105153654 035 $a(OCoLC-P)1104687255 035 $a(FlBoTFG)9780429427053 035 $a(ScCtBLL)e844cb5c-32d3-457d-bc10-62a620bbaead 035 $a(NjHacI)994100000008487889 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/78172 035 $a(ODN)ODN0004801549 035 $a(oapen)doab78172 035 $a(OCoLC)1346330709 035 $a(CaBNVSL)BP9780429427053BECS 035 $a(EXLCZ)994100000008487889 100 $a20190616d2020 uy 0 101 0 $aeng 135 $aur|n||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTeacher education for sustainable development and global citizenship $ecritical perspectives on values, curriculum and assessment /$fedited by Philip Bamber 205 $aFirst edition. 210 1$aLondon [England] :$cRoutledge, Taylor & Francis Group,$d2019 210 2$a[London, England] :$cBloomsbury Publishing,$d2022 215 $a1 online resource (259 pages) 225 1 $aCritical global citizenship education 311 08$a1-138-38551-4 311 08$a0-367-72743-9 327 $aCover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of Figures and Tables -- Notes on Contributors -- Series Editor Foreword -- Foreword -- Acknowledgements -- List of Abbreviations -- Introduction: Reconnecting Research, Policy and Practice in Education for Sustainable Development and Global Citizenship -- Part 1 Values -- 1 In Search of Core Values -- 2 How Do Teachers Engage With School Values and Ethos? -- 3 Learning to Unlearn: Moving Educators From a Charity Mentality Towards a Social Justice Mentality -- 4 Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies When Working Interculturally -- 5 Restorative Practice: Modelling Key Skills of Peace and Global Citizenship -- 6 Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children's Responses to Extreme Climate Events -- Part 2 Curriculum -- 7 Moving Teachers' Experience From the Edge to the Centre -- 8 Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global Citizenship -- 9 Bat Conservation in the Foundation Stage: An Early Start to Education for Sustainability -- 10 Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood -- 11 Seeking to Unsettle Student Teachers' Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural World -- 12 Reconceptualising Citizenship Education Towards the Global, the Political and the Critical: Challenges and Perspectives in a Province in Northern Italy -- Part 3 Assessment -- 13 'Zero Is Where the Real Fun Starts'-Evaluation for Value(s) Co-Production -- 14 Rating Education for Sustainable Development in the Early Years: A Necessity or a Challenge?. 327 $a15 Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project -- 16 Evaluating an International Approach Within Teacher Education to the Refugee Crisis -- 17 Measuring Teachers' Impact on Young Peoples' Attitudes and Actions as Global Citizens -- Conclusion: Empathy, Adaptability, Moderation and Sharing -- Index. 330 $aThis book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO's Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability. 410 0$aCritical global citizenship education. 606 $aSustainable development$xStudy and teaching 606 $aEducation$xAims and objectives 606 $aEnvironmental ethics$xStudy and teaching 606 $aTeachers$xTraining of 606 $aTeachers$xProfessional relationships 615 0$aSustainable development$xStudy and teaching. 615 0$aEducation$xAims and objectives. 615 0$aEnvironmental ethics$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aTeachers$xProfessional relationships. 676 $a338.927071 686 $aEDU000000$2bisacsh 702 $aBamber$b Philip 712 02$aBloomsbury (Firm), 801 0$bCaBNVSL 801 1$bCaBNVSL 801 2$bCaBNVSL 906 $aBOOK 912 $a9910545197303321 996 $aTeacher education for sustainable development and global citizenship$94250537 997 $aUNINA