Editors:
- Analyzes cases from emerging economies to promote the vision of sustainable development in education
- Discusses local voices and local discourse in ESD at policy, curriculum, practice, and perspective levels
- Focuses on education for sustainability in primary and secondary schools
- Presents a polyphonic and multi-perspective approach to global issues and global citizenship education
Part of the book series: Sustainable Development Goals Series (SDGS)
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Table of contents (15 chapters)
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Front Matter
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Policy
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Front Matter
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Curriculum
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Front Matter
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Practice
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Front Matter
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About this book
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.Editors and Affiliations
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School of Foreign Languages, Hacettepe University, Ankara, Turkey
Mustafa Öztürk
About the editor
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 AssociateProfessor by Turkish Council of Higher Education owing to his publications and research activities.
Bibliographic Information
Book Title: Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies
Book Subtitle: How do education systems contribute to raising global citizens?
Editors: Mustafa Öztürk
Series Title: Sustainable Development Goals Series
DOI: https://doi.org/10.1007/978-3-030-98962-0
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-030-98961-3Published: 23 August 2022
Softcover ISBN: 978-3-030-98964-4Published: 24 August 2023
eBook ISBN: 978-3-030-98962-0Published: 22 August 2022
Series ISSN: 2523-3084
Series E-ISSN: 2523-3092
Edition Number: 1
Number of Pages: XXXIV, 258
Number of Illustrations: 6 b/w illustrations, 14 illustrations in colour
Topics: Sustainable Development, Environmental and Sustainability Education, Education Policy, Education, general