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.

The profound changes that we are experiencing at the political, environmental, economic, social, and cultural levels of our “postmodern” society pose immense challenges to education. In order to empower students to analyze, reflect, and take action for a sustainable world, the learning and educational process must be experienced in the context of citizenship; that is, it must be designed, planned, and implemented having global sustainability as a framework, thus developing societal awareness, values, and principles. Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship is an essential research book that provides comprehensive research on education as a fundamental factor in empowering citizens to understand and act on the multiple risks and challenges to the sustainability of our society and world. Highlighting a range of critical learning strategies such as global and critical education, development education, and transformational education, among others, this book is ideal for academicians, education professionals, researchers, policymakers, and students.

Global learning and sustainable development encompass some of the key ideas and challenges facing the world today: challenges such as climate change, globalization and interdependence. Schools increasingly recognize the role of education in addressing these issues with young people, but exploring global issues across the curriculum requires a considerable amount of time and planning across subjects. This book aims to reduce this workload by providing a clear overview of global learning, its development in policy and what this means for teachers in practice. It outlines the different ways in which global learning can be delivered as a cross-curricular theme, with examples of current activities and practice in schools. Features include: an examination of key influences and debates in this area guidance on how to plan, implement and evaluate change in the curriculum to incorporate global learning the role of Personal Learning and Thinking Skills as a way of exploring global learning and sustainable development ideas from the "global context" of practice in Europe and beyond activity ideas supported by case studies of innovative practice links to other educational agendas, relevant topics and resources. Providing clear guidance on the underpinning theory and policy and drawing upon current initiatives in schools, this book will be of interest to all trainee and practising secondary teachers wanting to help young people engage critically with global issues.

Addressing the debate around what makes a good citizen, this work proposes a new form of post-colonial citizenship education which can be applied in any cultural setting. International educational partnerships provide the opportunity for participants to live out values such as cultural empathy and thus demonstrate their right to citizenship.