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Definitions | Resource lists | Rationale and Policy | Integrating ESD&GC in ITET courses | Understanding SD & GC | What are other ITET institutions doing? | Teaching and learning strategies | Organisations offering course input | Presentations and activities | Further training opportunities | School case studies | Search
This section looks at some of the reasons for including education
for sustainable development and global citizenship in teacher
education. It looks at the rationale, information on policy
requirements, books and discussion articles, and evidence
from young people themselves.
Rationale
Academic books and discussion articles on ESD&GC
School-based evidence
Policy requirements
The rationale for ESD&GC
“Education is the most effective means that society
possesses for confronting the challenges of the future. Indeed,
education will shape the world of tomorrow. Progress increasingly
depends upon the products of educated minds: upon research,
invention, innovation and adaptation. Of course, educated
minds and instincts are needed not only in laboratories and
research institutes, but in every walk of life. Indeed, access
to education is the sine qua non for effective participation
in the life of the modern world at all levels. Education,
to be certain, is not the whole answer to every problem. But
education, in its broadest sense, must be a vital part of
all efforts to imagine and create new relations among people
and to foster greater respect for the needs of the environment.”
Source: UNESCO (1997)
Educating for a Sustainable Future:
A Transdisciplinary Vision for Concerted Action, paragraph
38.
The rationale for ESD&GC in Initial Teacher
Education
“Newly qualified teachers (NQTs) have the opportunity
to carry the messages and methods of global perspectives into
the schools where they teach, to influence the institutions,
and to enable and motivate their pupils to work towards a
more equitable and sustainable world.
It is the responsibility
of those involved with initial teacher education to ensure
that their trainees are equipped to make best use of these
opportunities”
Source: DEA (2004) Global Perspectives
and Teachers in Training.
The rationale for teacher education
“There are over 60 million teachers in the world.
Each one is a key agent for bringing about the changes in
values and lifestyles we need. For this reason, innovative
teacher education is an important part of educating for a
sustainable future.”
Source: UNESCO (1997) Educating for a Sustainable Future: www.unesco.org
Academic books and discussion articles
on ESD&GC
Andrzejewski, J. & Alessio, J. (1999) Education
for Global Citizenship and Social Responsibility. Progressive
Perspectives, 1998-99 Monograph Series, John Dewey Project
on Progressive education, Vol.1, No. 2.
Availiable at: www.uvm.edu
Hicks, D. & Holden, C. (1995)
Visions of the Future:
Why we Need to Teach for Tomorrow.
Stoke on Trent, Trentham
Books.
Huckle, J and Sterling, S. (1996)
Education for Sustainability.
Earthscan
Land, H. (2000)
‘The Child as Citizen’ in M.
Boushel, M. Fawcett and J. Selwyn.
Focus on Early Childhood.
London: Blackwell Science.
Osler, Audrey and Vincent, Kerry (2002)
Citizenshipand
the Challenge of Global Education.
Trentham Books.
QCA (1998)
Education for Citizenship and the teaching of
democracy in schools.
Final report of the Advisory Group on
Citizenship, September 1998.
London: QCA.
Scott, W. (2002)
Sustainability and Learning: what role
for the curriculum?
Professor William Scott
Inaugural
Lecture. University of Bath, 25th April 2002
www.bath.ac.uk
Sterling, S. (2001)
Sustainable Education: Revisioning
Learning and Change
Dartington, Green Books.
UNESCO “Teaching and Learning for a Sustainable Future"
www.unesco.org
School-based evidence
These articles look at young people’s perceptions
and attitudes.
Claire, Hilary (2001)
Not Aliens. Primary
school children and the Citizenship/PSHE curriculum.
Trentham
Books, 2001.
Davison P, Davison, P, Reed, N., Halden, D, & Dillon,
J.(2003)
Children’s attitudes to Sustainable Transport.
Development Department Research Programme, Research Findings,
No. 174/2003
Francis, L.J. (2001)
The Values Debate: A voice from
the pupils.
Woburn Press, London
Harrington, V. (1995), (ed. Scoffham, S.)
'Student Research
Projects: Children's attitudes to developing countries.
Primary
Geography, no. 23, October 1995, pp. 24-25.
Law, T. (1996), 'Children's perceptions of distant places'.
The Development Education Journal, issue 6, Winter
1996/7, pp.17-20.
Roberts, H. and Sachdev, D. (eds) (1996)
Young People’s
Social Attitudes: the views of 12-19 year olds,
Barkingside,
Barnardos.
Stratton, E. (1989), 'First year Juniors and Cultural Diversity',
Education, vol. 3, issue 13, pp. 21-27.
Walkington, H. (1999)
'Global Citizenship education in
the primary school: an example from geography', Development
Education Journal, vol. 6, no. 1, pp. 21-24.
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