Learning for a Just, Peaceful and Sustainable World

Nyhet

Inbunden, Engelska, 2026

1 869 kr

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This book showcases current debates in the field of global education and learning and the importance of the Declaration on Global Education to 2050. It features chapters from academics, researchers, policy-makers and practitioners based in Australia, Canada, Finland, Germany, India, Ireland, Italy, Nigeria, Pakistan, Poland, Sweden and the UK who are working in the fields of global citizenship, education for sustainable development and peace and human rights education. The chapters cover a range of topics that span formal, non-formal and informal learning spaces including gender justice, democracy, moral education, climate change policy, decolonizing global learning, PISA, the Sustainable Development Goals and the role of UNESCO. The importance of learning about global issues and sustainable development has never been seen as more important than it is today. This book addresses the big global issues of today, be they climate change, war and conflict, human rights, quality of learning and reducing global poverty.

Produktinformation

Utgivningsdatum2026-07-07
Mått156 x 234 x undefined mm
FormatInbunden
SpråkEngelska
SerieAdvances in Education for Sustainable Development and Global Citizenship
Antal sidor368
FörlagBloomsbury Publishing PLC
ISBN9781350517813

Tillhör följande kategorier

Series Editor’s IntroductionIntroduction, Douglas Bourn (UCL, UK), Alexis Stones (UCL, UK) Part I: Changing Policy and Research Context1. Global Education to 2050, Liam Wegimont (GENE, UK)2. UNESCO, the Futures of Education and the threat to Democracy, Audrey Bryan (Dublin City University, Ireland)3. Global Education and Learning and its Relationship to Policy and Research: Lessons from History, Douglas Bourn (UCL, UK)4. Researching Through Global Education and Learning as a Distinctive Field, Massimiliano Tarozzi (University of Bologna, Italy)Part II: Global Social Justice5. How Can Values Within Global Citizenship Education Achieve Greater Social Justice? Jenny Hatley (Bath Spa University, UK)6. Cultivating a ‘Global Mindset’ Within an Interdisciplinary Context as Part of Global Citizenship Education in Higher Education, Jalpa Ruparelia, Naoko Arakawa and Stephanie Bridges (Nottingham University, UK)7. Reimagining Human Rights Education to Resist Dehumanization for a More Just World in the Era of Global Crises, Tuija Kasa (University of Helsinki, Finland)8. The Global Pandemic of Gender-based Violence: Mobilising Higher Education for Social and Gender Justice, Penny Jane Burke, Felicity Cocuzzoli, Julia Coffey, Stephanie Hardacre, Adriana Haro, Jean Parker and Julia Shaw (Newcastle University, Australia)9. Global Learning and its Contribution to Democracy, Annette Scheunpflug (Bamberg University, Germany)Part III: Peace Education10. Peace, Politics, and Practice: The Need for Multidisciplinary Consultation to Progress Peace Education, Marcus Harwood (Deakin University, Australia)11. Elite Schooling, Holistic Learning and Contradictions to Gandhian Educational Framework: Peace Education Perspectives, Ashmeet Kaur (TERI School of Advanced Studies, India)12. Global Education for a Just, Peaceful and Sustainable World: Reconciliatory Global Citizenship Education, Manisha Pathak-Shelat and Kiran Vinod Bhatia (MICA Ahmedabad, India)13. Fostering Activism for Sustainability Through Inter-Worldview Dialogue Provided At Basic Education, Heidi Rautionmaa, Arto Kallioniemi and Marjaana Kavonius (University of Helsinki, Finland)Part IV: Education for Sustainable Development14. On the Moral Responsibility of Educators, Researchers and Policymakers in the Anthropocene, Arjen Wals (Norwegian University of Life Sciences, Norway)15. Becoming Sustainability Pedagogues: A Teacher Development Intervention on Whole School Approaches to Sustainability, Aruj Khaliq (Beacon University, Pakistan)16. Towards a Climate Change Education Policy Agenda, Hajar Idrissi (University of Saskatchewan, Canada)17. Universities Collaborating on Sustainability and Social Justice for Resilience, Elina Lehtomaki (Oulu University, Finland)Part V: Global Citizenship Education18. Teachers’ Theory and Praxis of Global Citizenship Education in Schools Contextualised, Dobrawa Aleksiak (University of Warsaw, Poland)19. Role of Continuous Professional Teacher Development in Promoting Global Citizenship Education in Nigeria, Roy Olowu (Soft Contents, UK/Nigeria)20. Decolonise Global Learning: Bridging Education for Environmental Sustainability and Global Citizenship, Karen Pashby (Manchester Metropolitan University, UK), Marta da Costa and Louise Sund (Orebo University, Sweden)21. Social Media and Global Education, Madeleine Le Bourdon (Leeds University, UK)Part VI: Research, Policy and Practice22. The Sunlit Promise of Global Consciousness through International Baccalaureate Pedagogies, Nick Palmer (Deacon University, Australia)23. To What Extent Can Pisa’s Global Competence be a Measure for SDG4.7, Harsha Chandir (Deacon University, Australia)24. Civil Society and the Democratisation of Research, Frank Geary (IDEA, Ireland)25 Strengthening the Links Between Research And Policy: Prospects Arising from the European Declaration on Global Education to 2050, Josefina McAuley, Annette Scheunpflug and Liam Wegimont (GENE, UK)26. Evaluating Global Education to 2050, Ana Larcher and Liam Wegimont (GENE, UK)Conclusion, Douglas Bourn (UCL, UK), Alexis Stones (UCL, UK)ReferencesIndex