A comparative review of policy and practice for education for sustainable development/education for global citizenship (ESD/GC) in teacher education across the four nations of the UK. (July 2016)

• Record Type: Journal Article
• Authors: Bamber, Philip; Bullivant, Andrea; Glover, Alison; King, Betsy; McCann, Gerard
• Other Names: Herrington Neil guest-editor.
• Is Part Of: Management in education. Volume 30:Number 3(2016:Jul.)
• Page Start: 112
• Page End: 120
• Publication Date: 2016-07
• Subjects: Education -- devolution -- sustainable development -- global citizenship; School management and organization -- Periodicals; 371.2005
• DOI: 10.1177/0892020616653179
• Languages: English
• ISSNs: 0892-0206

Abstract

The early 21st century has seen a period of extreme turbulence in education at all levels in the UK. Although education policy was administrated on a territorial basis before 1999, the 1998–1999 devolution settlement has amplified the complexity of education policy and practice across England, Wales, Scotland and Northern Ireland. Through a comparative review of teacher education across the four nations, this article will highlight aspects of divergence and convergence of policy and practice with a particular focus on education for sustainable development/education for global citizenship (ESD/GC). The implications for ESD/GC will be considered in relation to statutory teaching standards/competencies, values and ideologies, curriculum and pedagogy, and the role of the third sector. This discussion will identify opportunities and challenges facing ESD/GC in teacher education across the four nations.