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Testing

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5d. Transformative Learning for Sustainability: integrating values in teacher education 

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5d. Transformative Learning for Sustainability: integrating values in teacher education 

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5c. The University Is Us! From Guerrilla to Systemic Pro-Nature and Pro-Climate Actions at the Jagiellonian University 

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5c. The University Is Us! From Guerrilla to Systemic Pro-Nature and Pro-Climate Actions at the Jagiellonian University 

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5b. A Pedagogy of Hope: developing the action component in global citizenship education  

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5b. A Pedagogy of Hope: developing the action component in global citizenship education  

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6a. Thinking Together ‘Zones of Sacrifice’ and ‘Zones of the Nonbeing’ in Sustainability Discourses. 

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6a. Thinking Together ‘Zones of Sacrifice’ and ‘Zones of the Nonbeing’ in Sustainability Discourses. 

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7c. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

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7c. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

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Jack Webster – TEESNet Presentation  (1)

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7b. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

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7b. Unpacking the Sociotechnical Imaginaries in Education: re-aligning the purpose, policy and practice of digital citizenship education  

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Joely Fashokun TEESNet Digital Literacy  (1)

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7a. Reimagining Our Future Using a Mathematics Lens: How can teachers and young people be supported to shape conversations on the climate crisis using mathematics 

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7a. Reimagining Our Future Using a Mathematics Lens: How can teachers and young people be supported to shape conversations on the climate crisis using mathematics 

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8c. Teaching for Sustainable Futures: embedding climate change and sustainability education across the whole school curriculum 

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8c. Teaching for Sustainable Futures: embedding climate change and sustainability education across the whole school curriculum 

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8b. Researchers Together: insights from Impact and participatory Research on sustainability and climate education in schools 

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8b. Researchers Together: insights from Impact and participatory Research on sustainability and climate education in schools 

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8a. Learning Within and From a Children and Young People’s Assembly on Biodiversity Loss: Implications for educational practices 

 

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8a. Learning Within and From a Children and Young People’s Assembly on Biodiversity Loss: Implications for educational practices 

 

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Teaching Against the Tide? Teach Climate Justice as an additional approach in teacher education 

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Teaching Against the Tide? Teach Climate Justice as an additional approach in teacher education 

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Critical Peace, Art, and Veganism as a Worldview in the Gallery and Curriculum 

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Critical Peace, Art, and Veganism as a Worldview in the Gallery and Curriculum 

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Alexis Stones Teesnet Critical peace and veganism as a worldview

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5a. Developing Teacher Capabilities for 21st Century Challenges: learning, teaching and action developed through climate simulations – findings from a pilot workshop  

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5a. Developing Teacher Capabilities for 21st Century Challenges: learning, teaching and action developed through climate simulations – findings from a pilot workshop  

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3c. What are the Challenges and Opportunities to Integrating SDG4.7 into Initial Teacher Education? 

 

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3c. What are the Challenges and Opportunities to Integrating SDG4.7 into Initial Teacher Education? 

 

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3b. Trainee Primary Teachers’ Perception of the Expert Primary Teacher and Why It Matters 

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3b. Trainee Primary Teachers’ Perception of the Expert Primary Teacher and Why It Matters 

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Primary student teacher perceptions of the expert (1)

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3a. Understanding Teacher Views on Climate Change and Sustainability Education in England 

 

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3a. Understanding Teacher Views on Climate Change and Sustainability Education in England 

 

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2b. Homeschooling for Repair: Reimagining the Education of Myanmar 

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2b. Homeschooling for Repair: Reimagining the Education of Myanmar 

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2a. What Does Education for Peace Mean to You? 

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2a. What Does Education for Peace Mean to You? 

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Final version presentation 2 - see yellow (Angie completed wrong form)

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1d. The Importance of Principle-led Pedagogy in Re-aligning Purpose, Policy and practice: through the eyes of a primary school headteacher

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1d. The Importance of Principle-led Pedagogy in Re-aligning Purpose, Policy and practice: through the eyes of a primary school headteacher

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4c. Speculative relations: matters of mutual care 

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4c. Speculative relations: matters of mutual care 

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Speculative relations - Matters of care Teesnet Version 

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Classroom resources for 'Join the Dots', 'The Day War Came', and 'The Promise' r

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Classroom resources for 'Join the Dots', 'The Day War Came', and 'The Promise' r

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Classroom Resources - Global Village Schools

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The Global Village project team has cataloged Global Citizenship Education (GCE) resources designed between 2012 and 2022 that are tailored for the Irish primary school setting. The information gathered through this exercise is currently being used to support webinars and school workshops.

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Global Citizenship Education in Early Childhood Education Global Village Research Report 2023

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Active Learning for Global Minds: Fostering Teacher Confidence and Skills for Global Citizenship Education in the Primary Classroom 

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Active Learning for Global Minds: Fostering Teacher Confidence and Skills for Global Citizenship Education in the Primary Classroom 

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Free Building Stronger Communities course

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6b. From Evidentiary Epistemologies to Empowered Solidarities – A Pedagogy for Social Change in Genocide Education 

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6b. From Evidentiary Epistemologies to Empowered Solidarities – A Pedagogy for Social Change in Genocide Education 

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3d. The Ubuntu Network: a centre for excellence in initial teacher education for global citizenship 

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3d. The Ubuntu Network: a centre for excellence in initial teacher education for global citizenship 