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A global citizenship education innovative project for teachers, educational actors and elected officials in France https://lesmigrationsfontbougerlemonde.com/ 

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A global citizenship education innovative project for teachers, educational actors and elected officials in France https://lesmigrationsfontbougerlemonde.com/ 

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The international NGO Grdr Migration-Citizenship-Development developed a GCE project, supported by the French Development Agency, in order to deconstruct stereotypes on links between Migrations and Sustainable Development (SDGs) targetting Teachers, Educational actors and Elected officials in France.

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Plaquette Form'action Migration et Développement 2023

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Whole School Approaches to Sustainability: An intervention from Pakistan

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Whole School Approaches to Sustainability: An intervention from Pakistan

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According to our best knowledge, this is the first research from Pakistan of a country-wide scale carried out with IB School teachers in Pakistan. The research contributed to the body of knowledge through a Theoretical Framework, a quantitative tool on the dimensions of WSA and a teacher development toolkit. Queries can be addressed to:
arujkhaliq@gmail.com
https://www.linkedin.com/in/arujkhaliq/

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Whole School Approaches to Sustainability: An Interventional Study of Practitioners’ Perceptions from International Baccalaureate Schools in Pakistan

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Whole School Approach (WSA) to Sustainability is a holistic approach to drive Education for Sustainable Development (ESD) focused transformation in all domains

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Evidence brief on pedagogies for justice education

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Evidence brief on pedagogies for justice education

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Draft.Brief 2 evidence to support a justice approach to T&L

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Some of our findings...

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JustEd

Education as and for Epistemic, Environmental and Transitional justice to enable Sustainable Development.

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This project recognises that the links between education and sustainable development are premised on complex manifestations of justice in and through education, and they should be researched as such.

Attending to both the lived experiences of secondary education and the complex trajectories across policies, curricula, classroom teaching and learning outcomes, we aim to explore the degree to which experiences of (in)justice through schooling and learning about (in)justice in schools can drive the intended actions of secondary school learners to meet Sustainable Development Goal 10 (reducing inequalities), 13 (climate action) and 16 (peace, justice and strong institutions).

Learn about JustEd's findings in these publications.

JustEd: Education as and for environmental, epistemic and transitional justice to enable sustainable development: Evidence Brief 1

This evidence brief is available in English and Spanish:

Beyond "ensuring inclusive and equitable quality education" (SDG 4), education is expected to play a key role in relation to the goals of promoting climate action (SDG13), peace, justice and strong institutions (SDG16) and reduced inequalities (SDG10). The JustEd research project has explored these assumptions and considered more robust ways that education can support a range of national and global development priorities. Our key findings enrich understanding of (in)justice in education and can be useful for analysing the ways that education can enable more just futures.

In this evidence brief, we outline the six dimensions of a justice-based approach to secondary curriculum and pedagogy that we have developed as a result of our findings. We see these as inter-related and essential approaches that can provide the necessary support for learners to be able to analyse and evaluate justice-related issues, understand the world around them, and enable them to take positive action, particularly related to peace, climate action and reducing inequalities.

This policy brief reports findings from a large international study that explored environmental education in secondary schooling. It offers recommendations to increase the effectiveness of education's contributions to climate action goals in ways that also advance justice and equity.

This guide aims to engage secondary school teachers and teacher educators in three distinct, but interconnected aspects of justice - environmental, epistemic and transitional justice - and provide guidance and tools to help them embed a justice approach in their teaching and educational practice.

This guide aims to engage secondary school teachers and teacher educators in Uganda in three distinct, but interconnected aspects of justice - environmental, epistemic and transitional justice - and provide guidance and tools to help them embed a justice approach in their teaching and educational practice.

We have created a series of videos to introduce JustEd's approach to transitional justice, environmental justice and epistemic justice. We also introduce the contexts where we are researching in Uganda and Peru.

Explore these videos.

Types of justice and the relationships

We focus on three specific types of justice (and the relationships between them) that have been underexplored in education and international development to date. These include:

environmental justice - which seeks to balance human and environmental rights in order that both might exist sustainably, recognising the unfair distribution of the effects of climate change

epistemic justice - which values different knowledges and the peoples who hold them, working against the exclusion of multiple ways of understanding the world

transitional justice - which repairs wrongs of the past, acknowledging the importance of responsibility and reconciliation for possibilities of future peacebuilding

Explore the linkages

Using an exploratory mixed methods research design, we will explore linkages between:

justice and injustice in education policy and decision-making processes, curricula and textbooks

learners' lived experiences of justice in secondary schools

learners' knowledge of justice as an outcome of schooling, and

learners' intended actions for contributing towards SDG 13 and 16

Work regionally

We work in three regions affected by environmental, epistemic and transitional injustice:

Western Nepal, where the legacies of conflict and risk of natural disaster disproportionately affect rural, indigenous communities

Andean Peru, where natural resource extraction exacerbates poverty for indigenous communities who were disproportionately victims of Peru's armed conflict

Northern Uganda, where conflict has led to unsustainable livelihood strategies (such as charcoal production) and economic marginalisation

Principal Investigator

Nepal

Ganesh Singh, Tribhuvan University

Mrigendra Karki, Tribhuvan University

Mohan Paudel, Tribhuvan University

Srijana Ranabhat, Tribhuvan University

Ashik Singh, Tribhuvan University

Sushil Sharma, Tribhuvan University

Peru

Uganda

UK

Julia Paulson, University of Bristol

Robin Shields, University of Bristol

Neşe Soysal, University of Bath

Rachel Wilder, University of Bath

The JustEd research team are active on social media, sharing updates on the project and engaging with current issues. Follow JustEd on Twitter

This project is funded by the Economic and Social Research Council (ESRC) Global Challenges Research Fund (GCRF).

Balarin, M., Paudel, M., Sarmiento, P., Singh, G. B., & Wilder, R. 2021. Exploring epistemic justice in educational research

Balarin, M., Monge, C., & Sarmiento, P. 2021. Country profile: Peru: JustEd: Education as and for environmental, epistemic and transitional justice

Paulson, J., Espinal, S., Karki, M., Komakech, D., Kurawa, G., & Ranabhat, S. 2021. Exploring transitional justice in educational research

Nuwategeka, E., Monge, C., Shields, R., & Singh, A. 2021. Exploring environmental justice in educational research

Milligan, L.O., Ajok, P., Espinal, S., Balarin, M., Karki, M., Komakech, D., Kurawa, G., Monge, C., Nuwategeka, E., Paudel, M., Paulson, J., Ranabhat, S., Sarmiento, P., Shields, R., Singh, A., Singh, G.B. and R. Wilder. 2021 Education at the intersection of environmental, epistemic and transitional justices.

Nuwategeka, E., Komakech, D., & Ajok, P. 2021. Country profile: Uganda: JustEd: Education as and for environmental, epistemic and transitional justice

Singh, G. B., Karki, M., Paudel, M., Ranabhat, S. and Singh, A. 2021. Country profile: Nepal: JustEd: Education as and for environmental, epistemic and transitional justice

If you have any further questions about our discussion papers, please contact emam25@bath.ac.uk or rw2031@bath.ac.uk

Researcher-oriented outputs

Academic publications currently under preparation.

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This project explores education as and for epistemic, environmental and transitional justice to enable sustainable development.

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Our research report on ESD perspectives of student teachers in England, Turkiye and Pakistan.

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Our research report on ESD perspectives of student teachers in England, Turkiye and Pakistan.

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If you would like to read...

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Bourn, Doug; Kalsoom, Qudsia; Soysal, Nese; Ince, Burtay; (2023) Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan. (Development Education Research Centre Research Paper 23 ). Development Education Research Centre, UCL Institute of Education: London, UK.

Abstract

The concept of education for sustainable development (ESD) has emerged as one of the important educational themes in the past two decades. Advocates of ESD believe that ESD can lead to socio-economic and environmental justice. However, there is lack of research on the influence of teacher education programme on student teachers' conceptions of ESD and their future commitment for ESD. This timely, international research aimed at understanding student teachers' conceptions of ESD, emphasis on ESD in teacher education programmes as perceived by student teachers, the importance the student teachers perceive of sustainable development as part of their future teaching, and the ways they intend to engage with ESD in future.

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Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan - UCL Discovery

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UCL Discovery is UCL's open access repository, showcasing and providing access to UCL research outputs from all UCL disciplines.