Teacher education for sustainable development and global citizenship critical perspectives on values, curriculum and assessment / edited by Philip Bamber.

Includes index and bibliographical references

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? 15 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

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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