國立高雄大學圖資館 |

Educational response, inclusion and empowerment for SDGs in emerging economieshow do education systems contribute to raising global citizens? /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educational response, inclusion and empowerment for SDGs in emerging economiesedited by Mustafa Ozturk.
Reminder of title:	how do education systems contribute to raising global citizens? /
other author:	Ozturk, Mustafa.
Published:	Cham :Springer International Publishing :2022.
Description:	xxxiv, 258 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Sustainable developmentCase studies.Study and teachingDeveloping countries
Online resource:	https://doi.org/10.1007/978-3-030-98962-0
ISBN:	9783030989620$q(electronic bk.)

Educational response, inclusion and empowerment for SDGs in emerging economieshow do education systems contribute to raising global citizens? /
Educational response, inclusion and empowerment for SDGs in emerging economieshow do education systems contribute to raising global citizens? /[electronic resource] :edited by Mustafa Ozturk. - Cham :Springer International Publishing :2022. - xxxiv, 258 p. :ill., digital ;24 cm. - Sustainable development goals series,2523-3092. - Sustainable development goals series..

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.

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.

ISBN: 9783030989620$q(electronic bk.)

Standard No.: 10.1007/978-3-030-98962-0doiSubjects--Topical Terms:

933634
Sustainable development
--Study and teaching--Developing countries--Case studies.

LC Class. No.: HC79.E5 / E38 2022

Dewey Class. No.: 79.091724

Educational response, inclusion and empowerment for SDGs in emerging economieshow do education systems contribute to raising global citizens? /
LDR:04545nmm a2200325 a 4500 001 629084
003 DE-He213
005 20220822083146.0
007 cr nn 008maaau
008 230224s2022 sz s 0 eng d
020 $a 9783030989620$q(electronic bk.)
020 $a 9783030989613$q(paper)
024 7 $a 10.1007/978-3-030-98962-0 $2 doi
035 $a 978-3-030-98962-0
040 $a GP $c GP
041 0 $a eng
050 4 $a HC79.E5 $b E38 2022
072 7 $a RNU $2 bicssc
072 7 $a SCI026000 $2 bisacsh
072 7 $a RNU $2 thema
082 0 4 $a 79.091724 $2 23
090 $a HC79.E5 $b E24 2022
245 0 0 $a Educational response, inclusion and empowerment for SDGs in emerging economies $h [electronic resource] : $b how do education systems contribute to raising global citizens? / $c edited by Mustafa Ozturk.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a xxxiv, 258 p. : $b ill., digital ; $c 24 cm.
490 1 $a Sustainable development goals series, $x 2523-3092
505 0 $a 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.
520 $a 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.
650 0 $a Sustainable development $x Study and teaching $z Developing countries $v Case studies. $3 933634
650 1 4 $a Sustainability. $3 376755
650 2 4 $a Environmental and Sustainability Education. $3 787389
650 2 4 $a Education Policy. $3 741924
650 2 4 $a Pedagogy. $3 826814
700 1 $a Ozturk, Mustafa. $3 933474
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Sustainable development goals series. $3 803236
856 4 0 $u https://doi.org/10.1007/978-3-030-98962-0
950 $a Education (SpringerNature-41171)