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.

Autorentext

Dr. Mustafa Öztürk is an Associate Professor of Curriculum and Instruction and an EFL Instructor at Hacettepe University, Ankara, Turkey. He is also an international research fellow at the Centre for Sustainable Futures at Teachers College of Columbia University, New York, USA and a Peace Fellow at Chulalongkorn University, Thailand as a recipient of 2021 Rotary Peace Fellowship. He holds a M.Sc. and a Ph.D. in Curriculum and Instruction from Middle East Technical University, Turkey. He completed a non-degree postgraduate study in Learning, Learning Environments and Educational Systems at University of Turku, Finland. He conducted his postdoctoral research at Teachers College of Columbia University on empowering ESD (Education for Sustainable Development) competencies in teacher education. With his research initiatives on ESD, he was awarded the Human Development Research Award by Koç University UNESCO Chair, Turkey. In 2019, he was given the title of Associate Professor by Turkish Council of Higher Education owing to his publications and research activities.

Inhalt

SectionI. Policy.- Chapter1. Key Elements of Education for Sustainable Development in Turkey's Education: An Analysis of Policy Documents.- Chapter2. Reimagining Education for Climate Action and Resilience: A Multidimensional and Locally-grounded Approach in Mexican States of Chiapas and Yucatán.- Chapter3. Developing a Monitoring and Evaluation Framework for Education Systems in view of Sustainable Development Goals: A Case from Kenya.- Chapter4. Egypt's 2030 Vision: Priority Areas for Egyptian Education for Global Citizenship.- SectionII. Curriculum.- Chapter5. Looking for a Better Future or 'Global Washing'? Reconstruction of Global Citizenship and Sustainable Development in Polish National Curriculum.- Chapter6. Education for Sustainable Development through Curricular Themes of Environmental Knowledge: An Analysis on Vietnam's Biology Curriculum.- Chapter7. Global Citizenship in a National Curriculum: The Case of Pakistan's Single National Curriculum.- Chapter8. Integrating Education for Sustainable Development into a Local Formal Kindergarten Curriculum: A Curricular Practice from China.- SectionIII. Practice.- Chapter9. Creating a safe, free and equal world for our children: Think Equal - a Holistic Early Years Programme.- Chapter10. Building Global Competence in Pre-school Settings: One World - a Global Citizenship Education Program in Guerrero, Mexico.- Chapter11. A Rational View on Irrational Outcomes: Influence of an Intercultural Collaborative Program on Indian Students' Perspectives.- Chapter12. Environmental Education Networks for Social Empowerment and Global Citizenship: A Case of Non-formal Education from Mexico.- Chapter13. Incorporating Education for Sustainable Development into Teachers' Continuous Professional Development through Critical Environmental Agency.- SectionIV. Perspectives.- Chapter14. Hungarian secondary school teachers' views on global competence development in EFL (English as a Foreign Language) classrooms.- Chapter15. Promoting and Sustaining Global Citizenship Through Culturally Relevant Pedagogy and Cultural Liberation Pedagogy.