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
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