Value-creating global citizenship education for sustainable development : strategies and approaches
Author(s)
Bibliographic Information
Value-creating global citizenship education for sustainable development : strategies and approaches
(Palgrave studies in global citizenship education and democracy)(Palgrave pivot)
Palgrave Macmillan, c2020
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
This volume brings together marginalized perspectives and communities into the mainstream discourse on education for sustainable development and global citizenship. Building on her earlier work, Sharma uses non-western perspectives to challenge dominant agendas and the underlying Western worldview in the UNESCO led discourse on global citizenship education. Chapters develop the theoretical framework around the three domains of learning within the global citizenship education conceptual dimensions of UNESCO--the cognitive, socio-emotional, and behavioral--and offer practical insights for educators. Value-creating global citizenship education is offered as a pedagogical approach to education for sustainable development and global citizenship in addition to and complementing other approaches mentioned within the recent UNESCO guidelines.
Table of Contents
1. Introduction
2. A Sense of Interdependence, Common Humanity, and a Global Outlook
3. An Understanding of Peace and Non-Violence as being Central to the Human Rights Agenda
4. A Commitment to Reflective, Dialogic, and Transformative Learning
5. An Awareness of Climate Change as Planetary Citizens
6. A Commitment to Sustainable Development Through Intercultural Perspectives
7. A Belief in the Value-Creating Capacity for Social-Self Actualization
8. Conclusions - Recommendations for Policy and Practice
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