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Transforming TEACHER education to shape a just, sustainable future
Transforming TEACHER education to shape a just, sustainable future
Organized as part of SDG4 2023
Elizabeth Crawford
Elizabeth Crawford
Elizabeth Crawford, professor in the College of Education at the University of North Carolina Wilmington (USA), specializes in instructional design and global social studies education. Her research and teaching focus on promising practices that nurture teachers’ and students’ global competence. She recently co-authored the book, Worldwise Learning: A Teacher's Guide to Shaping a Just, Sustainable Future, to support K-8 educators and their students as they learn about and take purposeful action to solve interconnected social and ecological issues. Elizabeth is active in various national and international organizations, such as serving as a consultant for the World Bank Group, a HundrED Ambassador, and an Advisory Council member of the Institute for Humane Education. She has often presented at the SDG 4 seminar and values collaboration with faculty, researchers, and educators on shared efforts to achieve the UN Sustainable Development Goals. Elizabeth holds a Masters of Science in Elementary Education from Florida State University, an Educational Specialist from the University of Alabama, and a Ph.D. in Curriculum Leadership from the College of William & Mary.
Carla Marschall
Carla Marschall
Carla Marschall is an educator and international school leader and is currently serving in the role of Director at Dresden International School. Prior, she acted as Director of Teaching and Learning at UWC South East Asia, East Campus in Singapore. During her seven years at UWC South East Asia, she co-authored two books, Concept-Based Inquiry in Action (2018) and Worldwise Learning: A Teacher’s Guide to Shaping a Just, Sustainable Future (2022) which focus on concept-based learning and issues-based learning across the K-12 continuum. Carla has held other international school leadership roles in Switzerland, Hong Kong, and Germany and served as a classroom teacher both in the United States and Germany. Fluent in English and German, Carla is a multilingual leader, who values and models the importance of language learning. Carla holds a Masters in Elementary Education from Teachers College, Columbia University, and a Masters in Educational Leadership and Management from the Institute of Education, University of London.
In this talk, the authors explore what it means to prepare educators during a time of increasing complexity, change, and shared challenges. Drawing from research and stories of practice, the presenters will highlight the potential of transformative education, one that begins with empowering teachers with critical content and pedagogies to nurture learners as knowledgeable, compassionate, and responsible global citizens. Through discussion and active participation in diverse strategies, participants will learn effective ways to leverage interdisciplinary approaches to address interconnected challenges in the classroom while building teachers’ global competence. Join us to collectively reimagine teacher education to shape a better world.
Pedagogy of Concrete Utopias: Promoting Youth Climate Activism in Formal Education
Pedagogy of Concrete Utopias: Promoting Youth Climate Activism in Formal Education
Organized as part of SDG4 2022
Antti Rajala
Antti Rajala
Antii Rajala, teaching faculty at the University of Helsinki
In this talk, Dr. Antti Rajala discusses pedagogical approaches in formal education settings for responding to youth's anguish about climate change and for supporting the development of youth's active citizenship and activism for sustainable futures. In particular, he examines the pedagogical potential of the concept of concrete utopia to support diverse youth in envisioning alternative futures and enacting them in the present.
"The state of the planet is broken",
United Nations Secretary General, António Guterres, 2nd December 2020
The climate is in crisis. In 2015 in the Paris Agreement (COP21) 193 entities (192 countries and the European Union) agreed to reduce global greenhouse emissions and thus global warming and to provide financing to developing countries to mitigate climate change. In 2015 United Nations also set the new 2030 Sustainable Development Goals (SDGs) to guide governments, municipals, companies, universities, schools, and various associations to act more sustainably.
In 2020 The UN Secretary-General, António Guterres, described the fight against the climate crisis as the top priority for the 21st Century and for humankind to exist.
You may watch or download the Secretary-General's speech below in the link, where you can also find more climate actions by the United Nations. United Nations Climate Action
We have huge ecological challenges:
Overconsumption and overuse of land
10 million hectares of forest are lost every year
Biodiversity is collapsing
one million species are at risk of extinction
Climate Catastrophe
each year recorded warmer than the previous
more forest fires, floods, hurricanes
Learn more:
Climate University is online and has courses for free on climate change, sustainability, circular economy, systemic change, and leadership.
For Example: You may enroll in an online course Climate. now. It is a multidisciplinary study and teaching module on the basics of climate change. The course contains written material, video lectures and interviews, assignments, tests, and a guide for teachers that will help anyone familiarise themselves with the basics of climate change. You can complete the study module independently or as part of your higher education studies. The scope of the whole module is 5 credits. In addition to teachers and students, the material can also be used by companies, other organizations, and media.
University of Jyväskylä: School of Resource Wisdom
University of Jyväskylä: Wisdom Learning
Eco-pedagogy
Schools and teachers play a key role together with homes in educating future generations about climate and planetary responsibility.
Teacher's role
to guide students to sustainable and responsible activities
to assist students to identify the necessity of sustainable development
together with the students to seek solutions that secure the future of nature and thus humankind.
Students require both conceptual understanding as well as new skills to be an active and responsible citizens.
Conceptual understanding:
State of the environment
Understanding of the climate change, biodiversity loss, overconsumption
Encouraging action and changes in behavior
Understanding complex systems and systemic thinking
Skills:
Eco-social skills
Critical thinking
Mitigation and adaptation skills
Consumption skills
Resilience, social-emotional skills, and hope
Active citizenship
Learn more about Climate Change Education:
World's Largest Lessons on SDGs (lessons plans and materials for teachers and students)
University of Jyväskylä: Eco-social sustainability and education
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