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Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020)

Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020)

Francisco Parrança da Silva, Bruna F. Batista
Copyright: © 2021 |Pages: 19
ISBN13: 9781799844020|ISBN10: 1799844021|ISBN13 Softcover: 9781799855873|EISBN13: 9781799844037
DOI: 10.4018/978-1-7998-4402-0.ch004
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MLA

da Silva, Francisco Parrança, and Bruna F. Batista. "Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020)." Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, edited by Sandra Saúde, et al., IGI Global, 2021, pp. 67-85. https://doi.org/10.4018/978-1-7998-4402-0.ch004

APA

da Silva, F. P. & Batista, B. F. (2021). Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020). In S. Saúde, M. Raposo, N. Pereira, & A. Rodrigues (Eds.), Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship (pp. 67-85). IGI Global. https://doi.org/10.4018/978-1-7998-4402-0.ch004

Chicago

da Silva, Francisco Parrança, and Bruna F. Batista. "Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020)." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, edited by Sandra Saúde, et al., 67-85. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4402-0.ch004

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Abstract

The education of global citizens prepared to live with each other and one another in a fair, respectful and sustainable way has taken a high place at the heart of education systems, politics and practices in different parts of the world. This document presents a systematic review, carried through a survey of a cohort of articles that portray pedagogical practices of Education for Sustainable Development (ESD) and/or Global Citizenship of children (three-to-thirteen) in school context. For this systematic review three search phases/stages were performed/took place: a) definition of keywords, b) definition of exclusion and inclusion criteria, and c) construction of three tables that will serve the purpose of data collection for later analysis. A descriptive analysis will be carried out as a way of assessing which pillars of Sustainable Development (SD), sustainability themes, pedagogical strategies and key competences for SD are most representative in reported practices in early childhood education.

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