Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies: How do education systems contribute to raising global citizens? (Sustainable Development Goals Series)

This volume analyzes cases from emerging economies in relation to the global endeavor to promote the vision of sustainable development in all forms of education. It aims to discuss the significance of hearing local voices and understanding local discourse regarding strategies for action for change, and the role of educational systems as a means to communicate, promote and educate for the Sustainable Development Goals (SDGs). In this book, emerging economies are defined as newly industrialized countries that have not yet reached developed status, but have, in a macro-economic sense, outpaced their developing counterparts. In this context, the book highlights how education in emerging economies could extend conventional economic methods to sustainability issues, or depart from money-based calculations and business-dominated values to promotion of real-life considerations and ethical, environmental and humanistic values. With the help of this volume, readers will have a chance to look at educational response, inclusion and empowerment for SDGs in countries with emerging economies, and to grasp the synthesis of Education for Sustainable Development/Global Citizenship Education (ESD/GCE) within the overall national educational systems. This volume focuses on early childhood through upper secondary education. Preface Acknowledgments Contents Abbreviations Editors and Contributors About the Contributors List of Figures List of Tables Introduction Policy-Level Cases Curriculum-Level Cases Practice-Level Cases Perspective-Level Cases Part I: Policy 1: Key Elements of Education for Sustainable Development in Turkey’s Education: An Analysis of Policy Documents 1.1 Introduction 1.2 Conceptual Framework 1.2.1 Sustainable Development and Education for Sustainable Development 1.2.2 Global Citizenship and Global Citizenship Education 1.2.3 Key Competencies and 21st Century Skills 1.3 The Case 1.3.1 Method 1.3.2 Data Source 1.3.3 Data Analysis 1.4 Findings 1.4.1 Conceptual Keywords in Policy Documents 1.4.2 Competency-Based Keywords in Policy Documents 1.5 Discussion and Conclusion References 2: Reimagining Education for Climate Action and Resilience: A Multidimensional and Locally Grounded Approach in Mexican States of Chiapas and Yucatán 2.1 Introduction 2.1.1 Reimagining ‘Climate Change Education’ 2.2 Conceptual Framework 2.3 Context 2.3.1 Mexico’s Climate Vulnerabilities 2.3.2 Mexico’s Efforts in Climate Change Education 2.4 A Multidimensional Approach to Climate Change Education in Chiapas and Yucatán 2.4.1 Cultural Perspective 2.4.2 Psychological Perspective 2.4.3 Professional Perspective 2.4.4 Institutional Perspective 2.4.5 Political Perspective 2.5 Conclusion and Future Directions References 3: Developing a Monitoring and Evaluation Framework for Education Systems in View of Sustainable Development Goals: A Case from Kenya 3.1 Introduction 3.2 Context 3.3 The Case 3.3.1 National Policies and Legislations 3.3.2 National Perspectives on SDG4 3.4 The Framework 3.4.1 Readiness Assessment 3.4.2 Design of Framework 3.4.3 Management 3.4.4 Sustainability 3.5 Conclusion References 4: Egypt’s 2030 Vision: Priority Areas for Egyptian Education for Global Citizenship 4.1 Introduction 4.2 Literature Review 4.2.1 Citizenship 4.2.2 Globalization 4.2.3 Globalization and Global Citizenship 4.2.4 Global Citizenship Education 4.3 Context 4.4 The Case 4.4.1 Setting an Educational Framework for Global Citizenship 4.4.2 Integrating Global Citizenship Education Elements into Curriculum 4.4.3 Increasing Global Citizenship and Civil Society Awareness at Schools 4.4.4 Reorientation Education Towards Nature and Environment 4.5 Discussion and Conclusion 4.5.1 Recommendations References Part II: Curriculum 5: Looking for a Better Future? Reconstruction of Global Citizenship and Sustainable Development in Polish National Curriculum 5.1 Introduction 5.2 Context 5.2.1 Poland: Emerging Economy, Developed Country, or the Global East? 5.2.2 Sustainable Development and Global Citizenship in Polish Political Agenda 5.3 Theoretical and Methodological Framework 5.4 Results 5.4.1 Non-transversal Sustainable Development 5.4.2 European, Not Global 5.4.3 Simplified Worldview 5.4.4 Knowledgeable, yet Unskilled Future Generations 5.5 Conclusion References 6: Education for Sustainable Development Through Curricular Themes of Environmental Knowledge: An Analysis on Vietnam’s Biology Curriculum 6.1 Introduction 6.1.1 Vietnam’s Approach to Education for Sustainable Development 6.1.2 Education for Sustainable Development and Environmental Education 6.1.3 Education for Sustainable Development Movements in Vietnam 6.2 The Case 6.2.1 Education in Vietnam 6.2.2 Vietnam’s 2018 General Education Curriculum 6.2.3 General Information About Biology Education in Vietnam 6.2.4 Rationale to Choose High School Biology Curriculum as a Case of Analysis 6.3 The Framework 6.4 Results 6.4.1 Environmental Knowledge Themes and SDGs in Biology Curriculum (Grades 10–12) 6.4.2 Grade-Level Presentation of EK Themes/Subthemes 6.4.2.1 Biology 10 6.4.2.2 Biology 11 6.4.2.3 Biology 12 6.4.3 Possible Integration of SDGs into Biology Curriculum Through EKs 6.5 Discussion 6.5.1 Strengths and Weaknesses of Biology Curriculum 6.5.2 Presentation of EKs in Biology Curriculum 6.5.3 Presentation of SDGs in Biology Curriculum 6.6 Conclusion and Implications References 7: Global Citizenship in a National Curriculum: The Case of Pakistan’s Single National Curriculum 7.1 Introduction 7.1.1 Importance of Global Citizenship Education for Pakistan 7.1.2 Understanding Global Citizenship Education 7.1.3 Review of Key Literature and Significance of the Study 7.2 Context 7.2.1 Role of Central Government vis-à-vis Federating Units in Education 7.2.2 Public, Private, Non-formal, and Religious Education 7.2.3 Pakistan’s Single National Curriculum 7.3 Methodology 7.3.1 Research Questions 7.3.2 Analysis 7.3.3 The Framework: UNESCO’s Global Citizenship Education Guidance 7.3.4 Structure of Single National Curriculum 7.3.4.1 Language Subjects (English and Urdu) 7.3.4.2 Other Subjects (General Knowledge, Social Studies, and History) 7.3.5 Inclusion Criteria for Curriculum Documents 7.4 Key Findings 7.4.1 Global Citizenship in National Curriculum Framework 7.4.2 Learning Outcomes Related to Global Citizenship Education 7.4.2.1 Emphasis on a National and Spiritual Conception of Citizenship 7.4.2.2 Recurrence of Certain Themes and Absence of Others 7.4.2.3 Lack of Progression or Challenge for Higher Grades 7.4.3 From “Intended” Curriculum to “Enacted” Curriculum 7.4.3.1 How Textbooks Set the Stage for Classroom Learning 7.5 Conclusion and Recommendations Appendix 7.1: A Sample Language-Based Subject in SNC (NCC 2020a, p.59) Appendix 7.2: A Sample Content-Driven Subject in SNC (NCC 2020d, p.14) Appendix 7.3: An Extract of the Mapping of the SNC Topics for English and General Knowledge Against UNESCO’s Global Citizenship Education Framework for Lower Primary Grades (Grades 1–3 Ages 5–8 Years) Appendix 7.4: An Extract of the Mapping of the SNC Topics for English and Social Studies Against UNESCO’s Global Citizenship Education Framework for Upper Primary Grades (Grades 4–5, Ages 9–12 Years) Appendix 7.5: Excerpts From Textbooks References 8: Integrating Education for Sustainable Development into a Local Formal Kindergarten Curriculum: A Curricular Practice From China 8.1 Introduction 8.1.1 Early Childhood Education in China 8.1.2 Education for Sustainable Development Practices in Hongqiao Kindergarten 8.2 The Case 8.2.1 Setting 8.2.2 Procedures 8.2.3 Steps for Integration of Education for Sustainable Development 8.2.3.1 Enrichment of Traditional Environmental Education 8.2.3.2 Construction of Objectives and Content in All Domains of Education for Sustainable Development 8.2.3.3 Innovative Practice of Education for Sustainable Development in Diverse Domains 8.3 General Evaluation 8.3.1 Results of Rating Scale 8.4 Discussion and Implications References Part III: Practice 9: Creating a Safe, Free and Equal World for Our Children: Think Equal – A Holistic Early Years Programme 9.1 Introduction 9.2 Literature Review 9.2.1 Importance of Early Learning 9.2.2 Importance of Social and Emotional Learning in Early Years 9.3 The Programme 9.3.1 Aims 9.3.2 Principles 9.3.3 Foundational Values 9.3.3.1 Six Core Tenets 9.3.3.2 Areas of Learning and SEL Outcomes 9.3.4 Core Components 9.3.4.1 The Narrative as a Significant Component 9.3.4.2 Fundamental Theories of Education 9.4 Effectiveness 9.4.1 Educational Materials 9.4.2 Implementation 9.4.3 Evaluation 9.4.3.1 Background 9.4.3.2 Methodology 9.4.3.3 Results 9.5 Future Directions and Conclusion Appendix 9.1: A Collection of Think Equal Books Appendix 9.2: Think Equal Lesson Plan Booklet and Resource Booklet References 10: Building Global Competence in Pre-school Settings: One World – A Global Citizenship Education Program in Guerrero, Mexico 10.1 Introduction 10.1.1 One World: A Global Citizenship Education Program 10.2 The Case 10.2.1 Mexican Education 10.2.2 Mexico’s Educational Innovators and Emergence of One World Program in Mexico 10.3 Implementation 10.3.1 Program Components 10.3.2 Mexican Pre-schools Addressing SDGs Through One World Program 10.4 Evaluation 10.4.1 Method of Evaluation 10.4.2 Participants 10.4.3 Findings 10.5 Conclusion 10.5.1 Opportunities and Challenges 10.5.2 Final Thoughts Appendix References 11: A Rational View on Irrational Outcomes: Influence of an Intercultural Collaborative Program on Indian Students’ Perspectives 11.1 Introduction 11.2 Conceptual Framework 11.2.1 Grand Challenges and SDGs as a Focus of Learning 11.2.2 Role of Intercultural Collaborations in Education for Sustainable Development 11.2.3 Challenge of Decision-Making in Sustainability Issues 11.3 The Programme 11.4 Results and Discussion 11.4.1 Changes in Students’ Perspectives on Gender Inequality 11.4.2 Changes in Students’ Perspectives on Economy-Ecology Tension 11.5 Conclusion and Implications Appendix References 12: Environmental Education Networks for Social Empowerment and Global Citizenship: A Case of Non-formal Education From Mexico 12.1 Introduction 12.1.1 Global Citizenship Education 12.1.2 Environmental Education 12.2 Context 12.3 The Study 12.4 Results 12.4.1 Strategies to Communicate SDGs 12.4.2 Conceptualization of Global Citizenship 12.4.3 Competencies for Global Citizenship 12.5 Conclusion References 13: Incorporating Education for Sustainable Development Into Teachers’ Continuous Professional Development Through Critical Environmental Agency 13.1 Introduction 13.1.1 Critical Environmental Agency 13.2 The Case: Our2Swamp 13.2.1 Context 13.2.2 Participants 13.2.3 Data Collection and Analysis 13.3 Findings 13.3.1 Our2Swamp Program and SDGs 13.3.2 Critical Environmental Agency Development and SDGs 13.4 Implications 13.5 Conclusion References Part IV: Perspectives 14: Hungarian Secondary School Teachers’ Views on Global Competence Development in English as a Foreign Language Classrooms 14.1 Introduction 14.2 Literature Review 14.2.1 Global Citizenship Education and Global Competence Development 14.2.2 Global Competence Development in English as a Foreign Language Classrooms 14.2.3 Teachers’ Views on Global Education 14.2.4 Characteristics of Globally Competent Teachers 14.2.5 Rationale 14.3 Method 14.3.1 Setting 14.3.2 Participants 14.3.3 Data Collection 14.3.4 Data Analysis 14.4 Results and Discussion 14.4.1 Teachers’ Understanding of Global Competence 14.4.1.1 Components of Global Competence 14.4.1.2 Global Competence Development in the Participants’ Lessons 14.4.2 Teachers’ View of Their Role in Developing Students’ Global Competence 14.4.2.1 Whose Task Is It to Develop Students’ Global Competence? 14.4.2.2 What Characteristics Does a Globally Competent Teacher Possess? 14.4.3 Teachers’ Needs to Develop Students’ Global Competence 14.5 Conclusion and Implications References 15: Promoting and Sustaining Global Citizenship Through Culturally Relevant Pedagogy and Cultural Liberation Pedagogy 15.1 Introduction 15.1.1 What Is Culturally Relevant Pedagogy? 15.1.1.1 Three Tenets of Culturally Relevant Pedagogy 15.2 SDGs, Global Citizenship, and Culturally Relevant Pedagogy 15.2.1 How Is Culturally Relevant Pedagogy Related to SDGs? 15.2.1.1 Aligning SDGs 4, 5, 10, 16, and 17 with Tenets #1 and #3 of Culturally Relevant Pedagogy 15.2.2 Culturally Relevant Pedagogy and Becoming a Global Citizen 15.3 Pedagogical Agents to Promote and Sustain Global Citizenship Education 15.3.1 Teachers 15.3.2 Teacher Educators 15.3.3 School Leaders 15.3.4 Curriculum Writers 15.3.5 Educational Policymakers 15.4 A New Stance: Cultural Liberation Pedagogy 15.4.1 Cultural Liberation Pedagogy and Global Citizenship Education 15.5 Conclusion References Index