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dc.contributor.editorBamber, Philip
dc.date.accessioned2022-02-11T04:01:15Z
dc.date.available2022-02-11T04:01:15Z
dc.date.issued2019
dc.date.submitted2022-02-10T12:48:13Z
dc.identifierONIX_20220210_9780429762833_23
dc.identifierhttps://library.oapen.org/handle/20.500.12657/52768
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/78172
dc.description.abstractThis 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.
dc.languageEnglish
dc.relation.ispartofseriesCritical Global Citizenship Education
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherassessment
dc.subject.otherclimate change
dc.subject.othercritical global citizenship education
dc.subject.othercurriculum studies
dc.subject.othereducational politics
dc.subject.otherglobal citizenship
dc.subject.otherinclusive education
dc.subject.otherpolitics of education
dc.subject.otherpolitics of equity
dc.subject.otherSustainable Development Goals
dc.subject.othersustainable development
dc.subject.otherTeacher Education
dc.subject.otherUNESCO
dc.titleTeacher Education for Sustainable Development and Global Citizenship
dc.title.alternativeCritical Perspectives on Values, Curriculum and Assessment
dc.typebook
oapen.identifier.doi10.4324/9780429427053
oapen.relation.isPublishedByfa69b019-f4ee-4979-8d42-c6b6c476b5f0
oapen.relation.isbn9781138385511
oapen.collectionKnowledge Unlatched (KU)
oapen.imprintRoutledge
oapen.pages258
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).
oapen.peerreviewProposal review
peerreview.review.typeProposal
peerreview.anonymitySingle-anonymised
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.review.stagePre-publication
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
dc.relationisFundedByKnowledge Unlatched
peerreview.titleProposal review


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