Education for Sustainable Futures highlights the immense potential that the recognition and application of the Earth Charter could have for global education efforts.
The Earth Charter declaration is recognized by UNESCO as an instrument to enhance sustainable development, specifically the UNSDGs, as the current global action framework. Education for Sustainable Futures highlights the immense potential that the recognition and application of the Earth Charter could have for global education efforts. The chapters amplify voices often marginalised in educational discourse, contributing to a more equitable and values-based approach to education.
This book explores the role of education in shaping sustainable futures through the lens of the Earth Charter. This collection includes practical examples, research findings, and theoretical debates that illustrate how the Earth Charter informs educational practices and policy initiatives in several different global contexts including Latin America, East and South Asia, and Sub-Saharan Africa.
Engaging with the aims of the UNSDGs, Education for Sustainable Futures bridges the gap between policy and practice, offering a comprehensive exploration of the Charter's potential impact on education.
Chapter
1. Introduction; Douglas Bourn, Mirian Vilela, and Namrata
Sharma
Part I. Theoretical Debates
Chapter
2. Preparing the Ground, Weaving a Tapestry, Writing a New Story:
Three Metaphors Describing the Essential Role of the Earth Charter in
Twenty-First Century Education; Sam Crowell and Mirian Vilela
Chapter
3. Democracy, Non-Violence, and Peace: The Earth Charter Cultivating
its Seeds, a Perspective from Brazil; Daniela Carvalho Piaggio and Rose Marie
Inojosa
Chapter
4. The Earth Charter and the Development of a Planetary Consciousness
in Brazilian Higher Education Institutions; Silvia Elizabeth Moraes, Josefina
Moraes Arraut, Eduardo Moraes Arraut, and Pedro Rogério
Part II. Intersectionality
Chapter
5. Being Present: Intersectionality, Critical Global Citizenship
Theorising and the Earth Charter; Mostafa Gamal
Chapter
6. Bridging the Gaps with the Earth Charter: GCED and ESD Policies
and Implementation; Alicia Jimenez and Laura Engel
Chapter
7. Integrating ESD and GCED in Higher Education Curriculum:
Perspectives from Kenyatta University, Kenya; Mukirae Njihia, Damaris
Kariuki, and Wilson Mutuma
Chapter
8. Traditional Chinese and Earth Charter Values: Building an
Ecological Civilization through Education for Sustainable Development and
Global Citizenship; MA Shuang
Part III. Value-Creating Education
Chapter
9. Pedagogical Implications of Framing Sustainability and Global
Citizenship through the Earth Charter and Value-Creating Education; Namrata
Sharma
Chapter
10. The Contributions of the Soka Amazon Institute to the Earth
Charter in the Brazilian Amazon; Tamy Kobashikawa
Chapter
11. The Earth Charter and Value-Creating Education: From the
Perspective of Global Citizenship Education; Hiroko Tomioka
Chapter
12. Teacher Competency Development from Value-Creating Education; Ana
B. García-Varela and Alejandro Iborra Cuéllar
Chapter
13. Education for Environmental Justice and Actions for the Era of
Climate Emergency: Through the Earth Charter and Value-Creating Education;
Michiyo Kakegawa
Part IV. Evidence from Research
Chapter
14. The Role of Empathy-Based GCE Pedagogy in Earth Charter; Natalya
Hanley
Chapter
15. The Earth Charter and the Practice of Education for Sustainable
Development; Qudsia Kalsoom
Chapter
16. Climate Change and Just Transition through Earth Charter Lenses;
Akpezi Ogbuigwe, Adesuwa Vanessa Agbedahin, and Joe Gachanja Macharia
Chapter
17. Peace Education: Praxis through the Arts; Alexis Stones
Part V. From Policy to Practice
Chapter
18. The Dance of the Rhizomes: Learning Processes Inspired by the
Earth Charter; Waverli Maia Matarazzo-Neuberger and María de los Ángeles
Vilches-Norat
Chapter
19. The Earth Charter, Ethics and Educating for Climate Change;
Kartikeya V Sarabhai, Prithi Nambiar, and Meena A.S.
Chapter
20. Education for Sustainability and Global Citizenship with the
Earth Charter, a Propeller towards Transformative Action in Educational
Systems and Institutions: A Perspective from Argentina; Carla Sabbatini
Chapter
21. Global Social Justice and Transformative Education for Social
Change; Douglas Bourn
Chapter
22. Conclusion; Douglas Bourn, Mirian Vilela, and Namrata Sharma
Douglas Bourn is Professor of Development Education and Director of Development Education Research Centre at University College London, UK. He is chair of the Academic Network on Global Education and Learning (ANGEL) and Global Learning London.
Namrata Sharma is on the faculty at the State University of New York, USA, and an expert with the United Nations Harmony with Nature Knowledge Network.
Mirian Vilela is the Executive Director of the Earth Charter International Secretariat and the Center for Education for Sustainable Development at UPEACE. Mirian has been working with the Earth Charter Initiative since early 1996.
