Series Editors' Foreword
Acknowledgements
List of Acronyms
Introduction
Part I: Research, Policy and Practice
1. Re-Claiming 'The Conscience of Humanity': UNESCO's Neuro-Affective Turn and Its Implications for the Futures of Education, Audrey Bryan (Dublin City University, Ireland)
2. To What Extent Can PISA's Global Competence Be a Measure for SDG 4.7, Harsha Chandir (Deakin University, Australia)
3. Global Education and Learning: Its Relationship to Policy and Research – Lessons from History, Douglas Bourn (University College London, UK)
4. Civil Society and Global Education Research. Benefits, Barriers and Possibilities, Frank Geary (IDEA, Ireland)
5. Better Evaluation in Global Education: Moving Policy and Practice Forward, Ana Larcher Carvalho (Global Education Network Europe – GENE) and Liam Wegimont (Global Education Network Europe – GENE)
Part II: Global Social Justice
6. How Can Values Within UNESCO's Global Citizenship Education Achieve Greater Social Justice?, Jenny Hatley (Bath Spa University, UK)
7. Cultivating a 'Global Mindset' Within an Interdisciplinary Context as Part of Global Citizenship Education in Higher Education, Jalpa Ruparelia, Naoko Arakawa and Stephanie Bridges (University of Nottingham, UK)
8. Reimagining Critical Human Rights Education to Resist Injustice and Dehumanization for a More Peaceful and Just World, Tuija Kasa (University of Helsinki, Finland)
9. Outside In, Inside Out: Disrupting Barriers to Critical Global Education, Madeleine Le Bourdon (University of Leeds, UK)
10. The Global Pandemic of Gender-Based Violence: Mobilizing Higher Education for Social and Gender Justice, Penny Jane Burke, Felicity Cocuzzoli, Julia Coffey, Rhyall Gordon, Stephanie Hardacre, Adriana Haro, Matt Lumb, Jean Parker and Julia Shaw (University of Newcastle, Australia)
11. Global Learning and Its Contribution to Democracy Education, Annette Scheunpflug (University of Bamberg, Germany)
Part III: Peace Education
12. Peace, Politics and Practice: The Need for Multidisciplinary Consultation to Progress Peacebuilding, Marcus Harwood (Deakin University, Australia)
13. Reconciliatory Global Citizenship: Pathways to Peace and Sustainability, Manisha Pathak-Shelat and Kiran Vinod Bhatia (MICA, Ahmedabad, India)
14. Challenging the Insidious Nature of Violence in the Curriculum: Peace Education as Praxis, Alexis Stones (University College London, UK)
15. Elite Schooling, Holistic Learning and Contradictions Within the Gandhian Educational Framework: Peace Education Perspectives, Ashmeet Kaur (TERI School of Advanced Studies, India)
Part IV: Global Citizenship Education
16. Exploring Global Citizenship Education in Schools: Insights from Focus Group Interviews with In-Service Teachers in Poland and Portugal, Dobrawa Aleksiak (University of Warsaw, Poland)
17. Role of Continuous Professional Teacher Development in Promoting Global Citizenship Education in Nigeria: Teachers' Perceptions, Roy Olowu (Academic Network of Global Education and Learning) and Emmanuel Adu (Ball State University, USA)
18. Global Consciousness as a Catalyst for Transnational Learning: Insights from the International Baccalaureate, Platonic Metaphor and Manifest Responses to the Polycrisis, Nicholas Palmer (Deakin University, Australia)
19. Responding to Calls to Decolonize Global Learning: Bridging Education for Environmental Sustainability and Global Citizenship, Karen Pashby (Manchester Metropolitan University, UK), Marta da Costa and Louise Sund (Örebro University, Sweden)
Part V: Education for Sustainable Development
20. Fools Rush In Where Angels Fear to Tread: On the Moral Responsibility of Higher Education in Working Towards More Peaceful, Just and Sustainable Futures, Arjen E. J. Wals (Norwegian University of Life Sciences, Norway)
21.: Through the Thinking Glass of Whole School Approaches to Sustainability. Philosophy, Pedagogy and Transformative Action in the International Baccalaureate Schools of Pakistan, Aruj Khaliq (University of Oxford, UK)
22. Inter-Worldview Dialogue to Foster an Eco-Social Way of Life, Heidi Rautionmaa, Marjaana Kavonius and Arto Kallioniemi (University of Helsinki, Finland)
Conclusion, Douglas Bourn (University College London, UK) and Alexis Stones (University College London, UK)
Index