Integrating global sustainability into social studies teachers' education: a collaborative self-study

PurposeThere have been increasing calls for social studies educators to engage issues of sustainability. Proponents argue that the very survival of the planet depends on the degree to which teachers can move learners away from unsustainable beliefs and behaviors to those grounded in interdisciplinary approaches to solving community and global challenges. How to implement this vision of sustainability education? The purpose of the paper is to report the results of teacher-educators' curriculum and pedagogical approaches to implement the National Council for Social Studies (NCSS) C3 framework to engage and empower prospective and practicing teachers to teach for a sustainable future.Design/methodology/approachThe study is guided by the growing field of self-study in teacher education, a type of research undertaken by teacher-educators with the dual purpose of personal professional development and a deep understanding of teacher-education practices. Most data were derived from multiple, recursive conversations (both formal and informal) around curriculum decisions and pedagogical choices to integrate sustainability issues into teacher-education courses. Additional data sources include classroom lecture notes and PowerPoint presentations, course readings and resources.FindingsThe authors' three years of collaborative work has shown that an issues-centered, interdisciplinary approach to select and integrate global issues, the current event article analysis, young adult literature and discussion and deliberation of local sustainable development issues that are some of the most effective pedagogical tools to engage and empower teacher candidates in learning about issues that affect the sustainable development of global community. The NCSS C3 provides a powerful framework to scaffold the process of analyzing sustainable issues while also teaching social studies curriculum and standards and skills.Originality/valueScholars of global education have called for shifting from an anthropocentric philosophy to a bio-centric worldview emphasizing the embeddedness of humans within the environment. How can social studies teacher-educators implement this vision of global education What instructional resources strategies and learning activities can be effectively integrated into existing courses to help candidates develop competences and commitment to teaching for global sustainability The study examines the innovative approaches to addressing these critical topics in teacher education.

Introduction

The depletion of aquifers by excessive pumping is one of the prominent global sustainability issues in the field of water resources. It is mainly caused by the water needs of irrigated agriculture. The North China Plain is a global hotspot of groundwater overexploitation.

Urban Sustainability Deficits: The Urban Non-Sustainability Index (UNSI) as a Tool for Urban Policy

Urban sustainability has been revealed as one of the key elements in achieving global sustainability. There is a wide range of indicators in this field; however, sustainability indicators have not been exempt from criticism, in both their formal aspects and practical usefulness. If measuring sustainability is “measuring the immeasurable”, then the objective of this article is to propose a composite indicator that evaluates only the deficits of sustainability or, which is the same thing, the unsustainability of cities. This focus has the advantage of showing up the particular deficiencies and thus the priorities that each city must attend to. For this purpose, only unsustainability, defined as the distance to a sustainability target, was considered. Aggregation was carried out through generalized means, which lead to a proper balance between compensatory and non-compensatory aggregation. The results emerging from the application of our methodology to a sample of fifty different cities suggest that all cities should attend to some aspect concerning sustainability, and that no city is sustainable, but only less unsustainable, showing both significant differences between cities in terms of the degree of unsustainability and a common underlying structure of unsustainability in which the environmental dimension contributes the most.